History Syllabus

Caribbean Advanced
Proficiency Examination®
SYLLABUS
HISTORY
CXC A4/U2/15
Effective for examinations from May June 2018
CXC A10/U2/99
Correspondence related to the syllabus should be addressed to:
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica
Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@cxc.org
Website: www.cxc.org
Copyright ©2017 by Caribbean Examinations Council

Prince Road, Pine Plantation Road, St Michael BB11091
CXC A4/U2/15
Contents
RATIONALE .............................................................................................................................................. 1
AIMS ........................................................................................................................................................ 2
SKILLS AND ABILITIES TO BE ASSESSED ................................................................................................... 3
PREREQUISITES OF THE SYLLABUS .......................................................................................................... 4
STRUCTURE OF THE SYLLABUS ................................................................................................................ 4
APPROACHES TO TEACHING THE SYLLABUS ........................................................................................... 4
UNIT 1: THE CARIBBEAN IN THE ATLANTIC WORLD............................................................................... 5

MODULE 1: INDIGENOUS SOCIETIES .......................................................................................... 5
MODULE 2: SLAVE SYSTEMS: CHARACTER AND DISMANTLEMENT........................................... 9
MODULE 3: FREEDOM IN ACTION ........................................................................................... 13
UNIT 2: THE ATLANTIC WORLD AND GLOBAL TRANSFORMATION....................................................... 18

MODULE 1: THE ATLANTIC WORLD: REVOLUTIONARY CHANGES ........................................... 18
MODULE 2: INTERNATIONAL RELATIONS: CONFLICT AND LIBERATION .................................. 22
MODULE 3: INTERNATIONAL RELATIONS: JUSTICE, PEACE, AND RECONCILIATION ............... 25
OUTLINE OF ASSESSMENT .................................................................................................................... 29
REGULATIONS FOR PRIVATE CANDIDATES ........................................................................................... 36
REGULATIONS FOR RESIT CANDIDATES ................................................................................................ 36
ASSESSMENT GRID ................................................................................................................................ 37
APPENDIX: ADDITIONAL BIBLIOGRAPHY............................................................................................... 38
CXC A4/U2/15
This document CXC A4/U2/15 replaces CXC A4/U2/04 issued in 2004.
Please note that the syllabus has been revised and amendments are indicated by italics.
First published in 1997

Revised in 2004, 2016
Please check the website www.cxc.org for updates on CXC®
CXC A4/U2/15
Introduction
T he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of the

academic, vocational and technical achievement of students in the Caribbean who, having completed
a minimum of five years of secondary education, wish to further their studies. The examinations
address the skills and knowledge acquired by students under a flexible and articulated system where
subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three Modules. Subjects
examined under CAPE® may be studied concurrently or singly.
The Caribbean Examinations Council offers three types of certification at the CAPE® level. The first is
the award of a certificate showing each CAPE® Unit completed. The second is the CAPE® Diploma,
awarded to candidates who have satisfactorily completed at least six Units, including Caribbean
Studies. The third is the CXC® Associate Degree, awarded for the satisfactory completion of a
prescribed cluster of eight CAPE® Units including Caribbean Studies, Communication Studies and
Integrated Mathematics. Integrated Mathematics is not a requirement for the CXC® Associate Degree
in Mathematics. The complete list of Associate Degrees may be found in the CXC® Associate Degree
Handbook.
For the CAPE® Diploma and the CXC® Associate Degree, candidates must complete the cluster of
required Units within a maximum period of five years. To be eligible for a CXC® Associate Degree, the
educational institution presenting the candidates for the award, must select the Associate Degree of
choice at the time of registration at the sitting (year) the candidates are expected to qualify for the
award. Candidates will not be awarded an Associate Degree for which they were not registered.
CXC A4/U2/15 i
History Syllabus
RATIONALE
The discipline of History consists of three aspects its content, its organising principles, and its
methods of
organised accordingly. Its content emphasises the historical experiences and relationships of the
peoples of the Caribbean and the Atlantic World.
The Atlantic World is more than a geographical description of the countries that are connected by the
Atlantic Ocean. It is the history of the interactions among the peoples and empires bordering
the Atlantic Ocean from the 15th to the early 21st century. Over nearly six centuries, the Atlantic-based
trade shaped modern world history and life in the Caribbean, the Americas more broadly, Africa,
Europe and later Asia. European colonisation and maritime commerce connected the peoples and
nations that bordered the Atlantic in a system of conquest, colonisation, settlement, indentureship and
enslavement.
Therefore, the concept of an Atlantic World is central to the syllabus because of the geo-political and
socio-economic relations among the peoples on all the shores of the Atlantic (Africa, Europe, and the
Americas). The syllabus takes into account the roles played by the peoples in the creation of Caribbean
societies. It also recognises unequal power relations among the countries in the Atlantic World, and
the Atlantic World and other geographical zones, which often resulted in the development of
instability, resistance and anti-colonialism.
The selection, structure and content of themes and modules have been informed by a desire to
promote an understanding of the historical as well as the contemporary relationships among the
nations and societies of the Atlantic World and other regions. The syllabus has been organised to
enhance the in-depth study of themes that will enable students to acquire and practise the skills of
the historian and to engage in applied history; that is using history to understand our societies and
explain current happenings.
The aims and objectives of this syllabus are identified with reference to the diverse methods of
historical enquiry. The historian raises questions, identifies problems, gathers evidence, collates and
interprets information, makes informed judgements and reports conclusions. The objectives of the
Units and Modules are designed to enable students to develop identity and respect for cultural
heritage, the skills of a historian, and use historical knowledge to understand and explain
contemporary issues. Students will develop as independent and critical thinkers in the context of
historical enquiry, and in keeping with the UNESCO Pillars of Learning. This will occur as they learn to
live together and transform themselves and society.
Through the advanced study of history, students should utilise the Information, Communications
Technology (ICT) skills, and knowledge that will extend the scope of their general education and
provide a foundation for the professional study of history. The course of study prescribed in this
syllabus seeks to enhance the interests, capabilities, skills and attitudes of students to enable them to
develop as autonomous human beings capable of acting as rational and ethical individuals, and as
CXC A4/U2/15 1
responsible members of their community. Based on the attributes of the Ideal Caribbean Person as
articulated by CARICOM, this course of study in CAPE® History can contribute to the development of a
Caribbean person who is imbued with a respect for human life; is emotionally secure with a high level
of self-confidence and self-esteem; and respects ethnic, gender, religious and other diversities.
AIMS
The syllabus aims to:
1. develop an understanding of the Caribbean world by locating it within the larger history of the
Atlantic World and other geographical regions;
2. develop knowledge and understanding of the historical linkages between the peoples of the
Caribbean and peoples in other areas of the world;
3. assist students to view themselves as citizens of states of Caribbean nations sharing a common
Caribbean culture;
4. stimulate an interest in the past, and develop an understanding of how the past has influenced
and shaped contemporary Caribbean societies;
5. enable students to recognise social, political and economic contradictions, paradoxes, and
ambiguities which affect relations within Caribbean societies;
6. enable an understanding of the historical roots of contemporary Caribbean beliefs and value
systems;
7. encourage the development of a sense of moral responsibility, respect for life and
commitment to social justice (including reparatory justice);
8. develop a commitment to gender equity and respect for people of different ethnicities,
customs and beliefs;
9. produce students who will be able to understand and operate effectively in a world
characterised by rapid scientific and technological changes; and,
10. prepare students for tertiary education in the study of History and other disciplines for
example, Law and International Relations.
CXC A4/U2/15 2
SKILLS AND ABILITIES TO BE ASSESSED
The skills and abilities that students are expected to develop on completion of this syllabus have been
grouped under two headings:
1. Knowledge and Comprehension; and,
2. Enquiry and Communication.
1. Knowledge and Comprehension
The ability to:
(a) understand the themes, topics, periods, individuals, ideas, events and processes
covered by the syllabus;
(b) identify and assess different approaches to, interpretations of, and opinions about the
past;
(c) understand a range of historical concepts and theories as they apply to historical
knowledge, for example, concepts of time, chronology, cause, effect, historical
significance and interpretation;
(d) differentiate among historical facts, opinions and biases, and among different
historical perspectives; and,
(e) understand historical phenomena in terms of change, continuity and relevance to

contemporary issues.
2. Enquiry and Communication
The ability to:
(a) analyse and evaluate various historical sources;
(b) identify and use various methods of historical investigation, engaging both primary
and secondary sources;
(c) apply historical methods to historical questions, problems and issues;
(d) communicate the conclusions of historical enquiries in appropriate formats, clearly

and logically; and,
(e) apply historical knowledge to an understanding of contemporary issues.
CXC A4/U2/15 3
PREREQUISITES OF THE SYLLABUS
Any person with a good grasp of the Caribbean Secondary Education Certificate (CSEC®) Caribbean
History Syllabus or the equivalent, should be able to pursue the course of study defined by this
syllabus.
STRUCTURE OF THE SYLLABUS

The subject is organised in two (2) Units. A Unit comprises three (3) Modules each requiring fifty (50)
hours. The total time for each Unit, is therefore, expected to be one hundred and fifty (150) hours.
While each Unit is independent of the other, together they form a holistic vision of the Caribbean and
the Atlantic World as a theatre in which some foundations of the modern world were established.
Unit 1: The Caribbean in the Atlantic World
Module 1 - Indigenous Societies

Module 2 - Slave Systems: Character and Dismantlement
Module 3 - Freedom in Action
Unit 2: The Atlantic World and Global Transformation
Module 1 - The Atlantic World: Revolutionary Changes

Module 2 - International Relations: Conflict and Liberation
Module 3 - International Relations: Justice, Peace and Reconciliation
APPROACHES TO TEACHING THE SYLLABUS

While the Modules are presented within the syllabus in a linear manner, it must be emphasised that
any Module may be studied first, or two Modules may be studied simultaneously. Moreover, aspects
of Modules may be studied concurrently, constrained only by the capacity of educational institutions
which appears in Unit 1, Modules 2 and 3,
can be taught concurrently.
Teachers are reminded that Modules are not tied to traditional school terms. It is recommended that
a Module should require approximately 10 weeks, at 5 hours per week.
CXC A4/U2/15 4
UNIT 1: THE CARIBBEAN IN THE ATLANTIC WORLD
MODULE 1: INDIGENOUS SOCIETIES
GENERAL OBJECTIVES
On completion of this Module, students should:
1. appreciate the various achievements of the indigenous American societies in science,

technology, art, culture, politics, economy, and ecology before the arrival of Africans and
Europeans; and,
2. understand the nature of the interactions among indigenous peoples, Africans and
Europeans.
SPECIFIC OBJECTIVES
Students should be able to:
1. analyse the social, political and economic activities of indigenous Caribbean and South
American cultures using the available evidence, including archaeological findings;
2. evaluate the arguments found in secondary sources on contacts between indigenous peoples
of the Americas and other peoples before 1492 in light of archaeological evidence;
3. analyse the nature of the West African contact with Europe up to 1492;
4. assess the consequences of Spanish settlements in the Caribbean up to 1600; and,
5. explain the factors responsible for the conquest of the Aztecs and the Incas by Spain in the
sixteenth century.
CONTENT
Theme 1: Social, Economic and Political Development of Caribbean and South American
Systems
Comparative analysis of the development of Caribbean and South American groups:
Group 1: Kalinago, Taino and Tupi

Group 2: Aztec, Maya, and Inca
(Comparative analysis should be made between TWO Indigenous groups, ONE from
each of the groups above).
CXC A4/U2/15 5
UNIT 1
Theme 2: Atlantic Connections
(a) Contacts before 1492:
(i) evidence of West African movements to the Americas:
(ii) evidence of Nordic movements to the Americas:
aux Meadows; and,
Vinland Sagas, for example, saga of Erik the Red.
(b) Portuguese and West African contacts before 1492: impact.
(c) Spanish settlements in the Caribbean up to 1600:
(i) economic activities;
(ii) mortality;
(iii) encomienda; and,
(iv) slavery, resistance and warfare.
(d) Mainland conquest in Mexico and Peru up to1550:
- reasons, strategies and consequences.
Suggested Teaching and Learning Activities
Teachers are encouraged to engage students in activities such as those listed below as they seek to
achieve the objectives of this Module.
1. Encourage students to visit Museums and Archives to examine the material culture of
indigenous peoples.
2. Organise class debate on contacts before 1492.
3. Simulate t New World.
4. Visit Kalinago villages, Maya and other archaeological sites to appreciate their cultural
achievements.
5. Do map work to illustrate the impact of Spanish invasion of the Americas up to the sixteenth
century.
6. Compile a glossary of concepts used within the Module.
CXC A4/U2/15 6
UNIT 1
RESOURCES
Andrews, K. The Spanish Caribbean: Trade and Plunder 1530 1630, New Haven:
Yale University Press, 1978.
Diamond, J. Guns, Germs and Steel: The Fate of Human Society, New York: W. W.
Norton, 1999.
Rouse, I. The Tainos, New Haven: Yale University Press, 1992.
Shepherd, V. and Caribbean Slavery in the Atlantic World, Kingston: Ian Randle Press,
Beckles, H. (eds.) 2000.
Steward, J. H. Handbook of the South American Indians, Washington D.C.: The

Smithsonian Institute, 1946-1959, (6 vols).
Van Sertima, I. They Came Before Columbus, London: Random House, 1977.
VIDEO PRODUCTIONS
1. Columbus and the Age of Discovery - An Idea Takes Shape.
2. , Genoa and
Istanbul and examines the world of the fifteenth century.
3. Vikings Saga (1995): This videotape explores the saga of the Norsemen like Eric the Red who
explored Greenland and as far as eastern Canada.
4. voyage
and explores how different nations and cultures perceived Columbus.
5. The Columbian Exchange: This tape examines the interchange of horses, cattle, corn, potatoes
and sugar cane between the Old World and the New, and the lasting impact of this interchange
on the peoples of both worlds.
6. The Incas Remembered: This videotape looks at the Inca building techniques, agriculture and
architecture - The Jarvis Collection.
7. Guns, Germs and Steel: Conquest, 2005.
8. Nial Ferguson, The Rise and Fall of the West.
These videotapes can be obtained from Films for the Humanities and Sciences, Inc., Box 20533,
Princeton New Jersey, 28543-2053, USA. WGBH Educational Foundation, Boston. Also search
Amazon.com (videos).
CXC A4/U2/15 7
UNIT 1
7. .
8. Taínos BBC Spirits of the Jaguar 3 of 4 Hunters of the Caribbean Sea.
9. Aztecs BBC Spirits of the Jaguar 4 of 4 The Fifth World of the Aztecs.
10. National Geographic Documentary - The Maya: The Lost Civilization [Documentary 2015].
11. The Year China Discovered America | Top Documentary Films.
CXC A4/U2/15 8
UNIT 1
MODULE 2: SLAVE SYSTEMS: CHARACTER AND DISMANTLEMENT
GENERAL OBJECTIVES
1. understand the character of Caribbean society during the period of enslavement;
2. appreciate the significance of the struggles against enslavement; and,
3. understand the process of abolition.
SPECIFIC OBJECTIVES
1. explain the issues relating to the institution of slavery in the Caribbean;
2. evaluate the impact of the institution of slavery on race, gender, demography and ethnic
relations;
3. assess the measures used by enslaved peoples to survive, and to contribute to the overthrow
of slave systems;
4. explain the social and economic survival strategies of the enslaved peoples of the Caribbean;
5. examine the causes, reasons for success and the consequences of the Haitian Revolution;
6. evaluate the reasons for the physical and legislative dismantlement of slave systems in the
Caribbean, including the abolition of the Trans-Atlantic trade in African captives and the
7. analyse the ways in which emancipation in the British or French or Spanish territories was
achieved.
CONTENT
Theme 1: Experiences and Strategies of Survival of Enslaved Peoples
(a) The concepts of enslavement and slavery.
(b) Slave Laws : Spanish OR French OR British:
(i) responsibilities: enslavers and enslaved; and,
(ii) penalties.
CXC A4/U2/15 9
UNIT 1
(c) Impact of the following on slave demography:
(i) gender;
(ii) fertility;
(iii) family; and,
(iv) mortality.
(d) Survival measures used by enslaved peoples:
(i) social: family relations; and,
(ii) economic: food production and marketing.
Theme 2: Disintegration of Slave Systems
(a) The Haitian Revolution, 1791 1804; causes, reasons for success and
consequences.
(b) Causes, organisation, suppression, consequences and role of gender in wars

of resistance in one of the following countries:
(i) Grenada, 1795;
(ii) Barbados, 1816;
(iii) Demerara, 1823; and,
(iv) Jamaica, 1831 1832.
(c) Other strategies of resistance by men and women (other than those
mentioned in (a) and (b):
(i) in West Africa;
(ii) on the middle passage journey;
(iii) economic;
(iv) socio-cultural;
(v) reproductive;
(vi) marronage (temporary and permanent);
(vii) poisoning; and,
(viii) sabotage (including malingering, arson, faking illness, destruction of

property).
CXC A4/U2/15 10
UNIT 1
(d) Legislative dismantlement of the slave systems, 1807 1886:
(i) Abolition movement in Europe: Ideology and Strategies;
(ii) The abolition of the Trans-Atlantic Trade in Africans;
(iii) The passing of Emancipation Acts (British OR French OR Spanish); and,
(iv) P reparations: calculation, disbursement and utilisation

(British or French).
(e) The Decline Thesis as explanation for emancipation.
Teachers are encouraged to engage students in activities such as those listed below as they seek to
achieve the objectives of this Module.
1. Use archival documents on resistance actions of enslaved peoples to expose students to

primary sources and to illustrate their usefulness in understanding resistance.
2. Organise a parliamentary debate on the Bill to abolish the institution of slavery in the British-
colonised Caribbean, including all vested interests.
3. Organise students to role play the conducting of government press conferences in France and
Haiti in the aftermath of the 1804 declaration by Haiti of independence.
4. Engage students in reviewing and discussing sources generated by enslaved peoples which
illustrate their struggle against enslavement (for example, and Mary
narratives).
5. Engage students in using /Laws slavery.
6. Discuss selected writings of travel writers, contemporary historians and the enslaved (for
7. Compile a glossary of concepts used within the Module.
CXC A4/U2/15 11
UNIT 1
RESOURCES
Beckles, H.
Genocide. Kingston: University of the West Indies Press, 2013.
Beckles, H. The First Black Slave Society:

1636-1876. Kingston: The University of the West Indies Press, 2016.
Beckles, H. & Trading Souls: Europe Transatlantic Trade in Africans. Kingston: Ian
Shepherd, V. Randle Publishers, 2007.
Beckles, H. & Saving Souls: The Struggle to End the Trans-Atlantic Trade in Africans.
Shepherd, V. Kingston: Ian Randle Publishers, 2007.
Beckles, H. & Liberties Lost: Caribbean Indigenous Societies and Slave Systems.
Shepherd, V. Cambridge: Cambridge University Press, 2004.
Fick, C. The Making of Haiti. The Saint Domingue Revolution from Below.
Knoxville: University of Tennessee Press, 1993.
James, C. L. R.
Revolution. New York: Random House, 1963.
Shepherd, V. and Caribbean Slavery in the Atlantic World. Kingston: Ian Randle Publishers,
Beckles, H. (eds.) 2000.
Shepherd, V. Women in Caribbean History: The British Colonised Territories. Kingston:

Ian Randle Publishers, 1999.
Thompson, A (ed.) In the Shadow of the Plantation: Caribbean History and Legacy. Kingston:
Ian Randle Publishers, 2002.
Williams, E. Capitalism and Slavery. Chapel Hill: University of North Carolina Press,
1944. Reprinted 1995 (with an introduction by Colin Palmer).
VIDEO PRODUCTION
The 4 part documentary.

("Towards a New Past: the Legacies of British Slave-ownership" by Professor Catherine Hall).
CXC A4/U2/15 12
UNIT 1
MODULE 3: FREEDOM IN ACTION
GENERAL OBJECTIVES
1. understand the evolution of new socio-economic institutions and relationships since 1900;
2. understand the causes, course and impact of twentieth ; and,
3. understand the process of nation-building in the Caribbean.
SPECIFIC OBJECTIVES
1. analyse the attempts by Haitian men and women to build a post-revolutionary society during
the twentieth century;
2. explain the causes and impact of the labour protests in the second half of the nineteenth
century;
3. examine the strategies employed by the newly freed Africans in the Caribbean and Indentured
and post-Indentured men and women to improve their socio-economic status;
4. evaluate the strategies employed by men and women in the British-colonised Caribbean to
establish independence movements and regional integration organisations;
5. explain the political and constitutional status of the French-colonised Caribbean territories
since 1946; and,
6. analyse the local, regional and international impact of the Cuban Revolution.
CONTENT
Theme 1: Freedom Delayed: Challenges and Responses to the Creation of Free Societies
(a) European policies:
(i) legal (including laws against trespass, vagrancy);
(ii) economic (including land policy);
(iii) labour (including indentureship or contract);
(iv) political (including control of government, voting policies, brutal

suppression of protests); and,
(v) socio-cultural (including race, impeding the creation of societies built

on social equality and gender justice, missionary action and education
policies).
CXC A4/U2/15 13
UNIT 1
MODULE 3: FREEDOM IN ACTION
(b) Post-slavery protest movements:
(i) wars (one of the following: Vox Populi, 1862; Morant Bay, 1865;
Confederation, 1876);
(ii) migration (Panama, 1904-1914 causes and impact on the

Caribbean); and,
(iii) cultural resistance: religious activities and customs; festivals,

language and dress.
Theme 2: Transformations in Caribbean Societies, 1840-1945
(a) Institutional development and working class initiatives

after 1900:
(i) economic activities and peasant development;
(ii) cooperatives, credit unions, friendly societies, benevolent societies,

benefit societies and lodges;
(iii) susu, box hand, and partner; and,
(iv) black entrepreneurship: development and challenges (merchant

activity, shop keeping, transportation, hotels and property
ownership).
(b) Indentured workers (Chinese, Indians and Portuguese): settlement and

citizenship.
(i) the drive for upward social and economic mobility by Indentured and
post-Indentured workers: education, religious conversion, cultural
assimilation, agricultural, commercial, and professional activities;
and,
(ii) resistance to capitalist exploitation, religious conversion, unjust laws

and cultural assimilationist policies.
Theme 3: Nationalism and Nation Building
(a) Haiti 1804 1825
(i) social and economic reconstruction; and,
(ii) international relations.
CXC A4/U2/15 14
UNIT 1
(b) Cuban Revolution: regional and international impact 1959 1983:
(i) e to power;
(ii) socialist transformation up to 1975; and,
(iii) local, regional (Grenada) and international impact of the Cuban

Revolution.
(c) Independence and integration movements in the British and French

Colonised Caribbean:
(i) The Protests in the 1930s;
(ii) nationalism and the movement towards independence; and,
(iii) Federation, CARIFTA, CARICOM to 1992.
(d) Assimilation and departmentalisation in the French Caribbean to 1992.
encouraged to engage students in the teaching and learning activities below.
1. Organise brief student presentations (five to seven minutes) on working and living conditions
in the nineteenth century.
2. Use statistics on Haiti in 1820 to demonstrate the state of the Haitian economy at that time.
3. Have students complete a web search for photographs demonstrating the course of the Cuban
Revolution and make a seven-minute presentation in class.
4. and
1975.
5. Organise class debate on the advantages and disadvantages of assimilation and independence
in the second half of the twentieth century.
6. Have students source tables or figures in texts showing the post slavery developments
peasant development in the different Caribbean territories and the influx of immigrants into
the region. Have students discuss the factors influencing the development of peasant
holdings, features unique to territories such as involvement of missionaries in Jamaica,
contribution of Chinese, Indians and Portuguese, distribution of these groups among
territories; activities peculiar to or common among the groups. Examination of primary
sources for practise in source criticism or corroboration should be encouraged.
CXC A4/U2/15 15
UNIT 1
MODULE 3: FREEDOM IN ACTION (cont
7. Have students debate the factors which led to the outbreak of labour protests, the events
which constituted these protest movements, and the outcomes. Compile bio sketch of
significant personalities or leaders in the rebellions and conduct interviews with participants
in nationalist, integrationist and independence movements.
8. Have students locate interviews or documentaries on local leaders in their territory and other
Caribbean territories who were integral to the Independence and Integration Movements.
Have students read and discuss information on these individuals from biographical or
autobiographical accounts, newspaper articles to obtain different perspectives on their
involvement and contribution to the political development of their territory.
9. Watch videos, for example https://www.youtube.com/watch?v=iHiSkHuX0no to understand

Engage students in
a discussion on what they observed in the video.
10. Organise class debates around any suitable moot which would invite research on
Departmentalisation in the French Caribbean. For example, students can research the
advantages and disadvantages of departmentalisation and debate the moot that this model
represent the best compromise between colonialism and political independence or any other
moot that will lend itself to vibrant and informed discussions.
11. Have students compile a glossary of concepts taught or discussed within the Module.
RESOURCES
Beckles, H. Caribbean Freedom. Kingston: Ian Randle Publishers, 1994.

and Shepherd, V. eds
Beckles, H and Shepherd, V. Freedoms Won: Caribbean Emancipations, Ethnicities and

Nationhood. Cambridge: Cambridge University Press, 2007.
Carter, H. Business in Bim: A Business History of Barbados, 1900-2000.

Kingston: Ian Randle, 2008.
Carter. H. Labour Pains: Resistance and Protest in Barbados, 1838-1904.

Kingston: Ian Randle, 2012.
Fick, C. The Making of Haiti: The Saint Domingue Revolution from below.
Knoxville: The University of Tennessee Press, 1990.
Grenade W. The Grenada Revolution: Reflections and Lessons. Jackson:

University Press of Mississippi, 2015.
Heuman, G. The Killing Time: The Morant Bay Rebellion in Jamaica. London:
Macmillan, 1995.
CXC A4/U2/15 16
UNIT 1
MODULE 3:
Higman, B.W. and West Indian Business History: Enterprise and Entrepreneurship.
Kathleen Monteith. Kingston: The University of the West Indies Press, 2010.
Hutton, C. Colour for Colour, Skin for Skin: Marching with the Ancestral Spirits
into War Oh at Morant Bay. Kingston: Ian Randle Publishers, 2015.
Laurence, K. O. A Question of Labour: Indentured Immigration into Trinidad and

British Guiana 1875 1917. 1994.
Lewis, P. Williams and Grenada Revolution and Invasion. Kingston: The University of the
G. Clegg, P. Eds. West Indies Press, 2015.
Newton, V. The Silver Men: West Indian Labour Migration to Panama, 1850-
1914. Kingston: Ian Randle Publishers; REV ed. Edition, 2004.
Perez-Stable, M. The Cuban Revolution: Origins, Course and Legacy. OUP, 1999.
Richardson, B. Caribbean Migrants: Environment and Human Survival on St. Kitts

and Nevis. Knoxville: The University of Tennessee Press, 1983.
Richardson, B. Panama Money in Barbados, 1900-1920. Knoxville: The University of

Tennessee Press, 1986.
Rodney, W. A History of the Guyanese Working People, 1881 1903. Baltimore:

The Johns Hopkins University Press, 1981.
Shepherd, V. ed. Engendering Caribbean History: Cross-cultural perspectives.

Kingston: Ian Randle Publishers, 2012.
Shepherd, V. ed. Women in Caribbean History. 2006. Reprint. Kingston: Ian Randle
Publishers, 2012.
Shepherd, V. : Narratives of a Passage from India to the

Caribbean. Kingston: The UWI Press, 2002.
Sweig, J. Inside The Cuban Revolution: Fidel Castro and The Urban
Underground. Harvard University Press, 2002.
Thompson, A. ed. In the Shadow of the Plantation. Kingston: Ian Randle Publishers,
2002.
CXC A4/U2/15 17
UNIT 2: THE ATLANTIC WORLD AND GLOBAL TRANSFORMATION
MODULE 1: THE ATLANTIC WORLD: REVOLUTIONARY CHANGES
GENERAL OBJECTIVES
1. understand the philosophies and ideas that shaped revolutionary changes in the Atlantic
World, 1750-1920;
2. appreciate how slavery in the Atlantic world and the trans-Atlantic trade in African captives
contributed to the Industrial Revolution in England and the Atlantic economy;
3. understand the process of industrialisation in the United States; and,
4. understand the struggles by Latin American colonies to achieve and consolidate their
independence.
SPECIFIC OBJECTIVES
1. explain the concepts and ideas that shaped the Atlantic revolutions (including the
Enlightenment);
2. examine the causes and course of the American War of Independence and the French
Revolution and their consequences for the Atlantic up to 1800;
3. explain the economic linkages between the Industrial Revolution in England and the Atlantic
economy up to 1900;
4. evaluate the factors that contributed to the emergence of the United States as an industrial
power and the consequences of this development up to 1900;
5. evaluate the principles underlying Manifest Destiny and its implications for United States
continental expansion in the nineteenth century; and,
6. analyse United States interventions in Latin America up to 1917 and the process of
independence and national development in Brazil and Venezuela in the nineteenth century.
CONTENT
Theme 1: Atlantic Revolutions: concepts, causes, course and impact
(a) Concepts of Revolutions: definition and types political, economic, social.
(b) European Enlightenment: ideas and significance.
(c) American War of Independence: causes, course and consequences up to 1789.
(d) French Revolution: causes, course and consequences up to 1799.
CXC A4/U2/15 18
UNIT 2
Theme 2: Economic Revolutions
(a) The Industrial Revolution in England from 1750: Atlantic causes and global
impact:
(i) internal causes;
(ii) contribution of the wider Atlantic to European industrialization; and,
(iii) impact on the Caribbean and Latin America.
(b) Industrialisation and economic growth in the United States of America after
1783:
(i) factors that contributed to industrialization; and,
(ii) impact of USA industrialisation on the Caribbean and Latin America.
Theme 3: Manifest Destiny and Development
(a) Concept and implications of Manifest Destiny:
(i) imperial identity of the United States of America up to 1917;
(ii) United States continental expansion in the nineteenth century; and,
(iii) United States intervention in Latin America up to 1917.
(b) Independence and national development up to 1900: Brazil or Venezuela.
1. Discuss the preamble of the American constitution with reference to their Declaration of
Independence.
2. Discuss documentaries on the French and American Revolutions, illustrating their respective
causes and consequences.
3. Conduct why the status quo

should be retained in United States (1776) and in France (1789).
4. Debate the contribution of the Atlantic world to the development of British Industrialisation.
CXC A4/U2/15 19
UNIT 2
RESOURCES
Beckles, L. ed. The Independence of Latin America. Cambridge: Cambridge University

Press, 1989.
Benjamin, T. The Atlantic World: Europeans, Africans, Indians and Their Shared
History. Cambridge: Cambridge University Press, 2009.
Browne, V.C. and Atlantic Interactions. Kingston: Ian Randle Publishers, 2013.
Carter, H.
Bushell, D. and The Emergence of Latin America in The 19th Century. OUP, 1994.
Macaulay, N.
Brinkley, A. The Unfinished Nation: A Concise History of the American People.

McGraw Hill Inc. 1993.
Curtin, P. The Rise and fall of the Plantation Complex. New York: New Cambridge
University Press, 1990.
Degler, C. M. Out of Our Past: The Forces That Shaped Modern America. New York:
Harper Row, 3rd ed. 1984.
Ellis, E.G and Esler, A. Prentice Hall World History: Connections to Today. Prentice Hall, 1999.
Jemmot, J. Josephs A. The Caribbean, The Atlantic World & Global Transformation. UWI
Monteith, E (eds) (Mona), 2010.
Jones, M. The Limits of Liberty, 1607 1980. OUP, 1995.
Katzman, N. A People and A Nation: A History of the United States. Houghton Muffin
Company, 5th ed. 1998.
Keen, B. A History of Latin America. Houghton Mifflin Company, 5th ed. 1996.
Knight, F. The Caribbean: The Genesis of a Fragmented Nation. OUP, 1990.
Pendle, G. A History of Latin America. Pelican Books, 1973.
Rosenthal, M. The French Revolution. Longman (London), 1965.
Rodney, W.A. How Europe Underdeveloped Africa. London: Bogle- .
Skidmore, T. and Modern Latin America. OUP, 1994.

Smith, P.
CXC A4/U2/15 20
UNIT 2
Thornton, J. Africa and Africans in the Making of the Atlantic World, 1400-1680.
Cambridge: Cambridge University Press, 1992.
Waller, S. France in Revolution, 1776 1830. Heinemann, 2002.
Williams, E. Capitalism and Slavery. Kingston: Ian Randle Publishers, 2005.
VIDEO PRODUCTIONS
The French Revolution Warwick History Videos.
This video can be obtained from The University of Warwick, Coventry CU7AL, United Kingdom.
Teachers are advised to order the VHS NTSC version.
Documentaries on the American and French Revolutions.
CXC A4/U2/15 21
UNIT 2
MODULE 2: INTERNATIONAL RELATIONS: CONFLICT AND LIBERATION
GENERAL OBJECTIVES
1. understand the nature and significance of European conflicts and the emergence of
totalitarianism in the twentieth century; and,
2. understand the political relations within which the twentieth-century world order developed.
SPECIFIC OBJECTIVES
1. examine the causes, course and impact of the First and Second World Wars;
2. explain the causes and course of the Russian revolutions in 1917 and the consequences up to
1924;
3. explain the concepts of colonialism and decolonisation;
4. evaluate the strategies of constitutional decolonisation in India and Africa; and,
5. assess the liberation movements in Africa and India.
CONTENT
Theme 1: Global Conflicts and Totalitarianism
(a) The First World War: causes, course and impact.
(b) The Russian Revolutions:
(i) The Revolution of February 1917: causes, course and impact; and,
(ii) The Bolshevik Revolution of October 1917 1924: causes, course and
impact.
(c) The Second World War: causes, course, and impact (including the rise of
fascism and Nazism in Europe).
CXC A4/U2/15 22
UNIT 2
Theme 2: Decolonisation and Liberation: 1857-1970
(a) Decolonisation in India: process and impact, 1857-1947:
(i) The Nationalist Movement;
(ii) The role of Mahatma Gandhi and Jawaharlal Nehru in the

independence; and,
(iii)
movement.
(b) Decolonisation in Africa: Ghana, 1957-1965:
(i) Kwame Nkrumah and the Convention People's Party in Ghana, 1945-
1957; and,
(ii) The aftermath of independence: impact and challenges.
1. View documentaries and films on the First and Second World Wars, Russian Revolution, Nazism
Independence movement to understand their dynamics. Students can develop
worksheets and exchange with their classmates to inform class discussions and debates after
viewing sessions.
2. Organise short (five to seven minutes) presentations by students on leading personalities in

the Module.
3. Review primary documents (reports, speeches, articles, constitutions) then consult secondary
sources. Compare and contrast the information found in both sources and account for any
inconsistencies.
4. ssia before 1917

OR in India before 1947 OR in Ghana before 1957 should be dismantled.
5. Use maps of Europe to identify the political changes between 1938 and 1941.
6. Encourage students to conduct web searches for images of Nazi concentration camps and
make a five-minute presentation in class.
7. Encourage students to create a glossary of concepts taught or discussed in the Module.
CXC A4/U2/15 23
UNIT 2
RESOURCES
Bourret, F.M. Ghana, the Road to Independence, 1919-1957. California: Stanford

Brown, D. and Carter, H. Atlantic Interactions 2nd ed. Kingston: Ian Randle Publishers, 2013.
Bullock, A. Hitler: A Study in Tyranny. London: Odhams, 1964.
Carr, E. H. The Russian Revolution: From Lenin to Stalin. London: Macmillan,

1979.
Fischer, L., ed. The Essential Gandhi: His Life, Work and Ideas. London: Vintage
Books, 1983.
Grischow, J. D. Kwame Nkrumah, Disability and Rehabilitation in Ghana, 1957-

1966. Journal of African History 52.2 (2011): 179-199. Print.
Jemmott, J., Josephs, A. The Caribbean, the Atlantic World and Global Transformation.
and Monteith, K. Social History Project, Department of History and Archaeology.
University of the West Indies, 2010.
Kemp, T. Industrialisation in the Non-Western World. New York: Longman,

1989.
Milne, J. Forward Ever. Kwame Nkrumah: A Biography. Panaf Books, 2006.
Nkrumah, K. Class Struggle in Africa. London: Panaf Books, 2006.
Segal, R. The Black Diaspora. Boston: Faber and Faber, 1993.
Taylor, A.J.P., ed. History of World War 1. London: Octopus Books, 1974.
Taylor, A.J.P. The Second World War: An Illustrated History. London: Penguin
Books, 1975.
AUDIO/VIDEO PRODUCTIONS
The Outbreak of the First World War Warwick History Videos. The University of Warwick: Coventry
CU7AL, United Kingdom.
Faces of Africa Kwame Nkrumah.
https://www.youtube.com/watch?v=TMY0iTcspNA (Faces of Africa Kwame Nkrumah) CGTN Africa.
CXC A4/U2/15 24
UNIT 2
MODULE 3: INTERNATIONAL RELATIONS: JUSTICE, PEACE, AND RECONCILIATION
GENERAL OBJECTIVES
1. understand the concepts of peace, reconciliation and reparatory justice;
2. understand the historical roots of the conflicts over the ending of the Apartheid regime in South
Africa;
3. understand the role of men and women in the (internal and international) struggle for
liberation in South Africa; and,
4. understand the potential of reparatory justice to contribute to peace and reconciliation

between the States in conflict.
SPECIFIC OBJECTIVES
On completion of this Module, students should be able to:
1. evaluate the impact of the Apartheid system on South Africa;
2. examine the lives of various South African male and female icons and their contribution to the
ending of Apartheid;
3. examine the role of the African National Congress in the liberation struggle in South Africa;
4. assess the contribution of the international community to the dismantling of the Apartheid
regime in South Africa; and,
5. explain the historical basis of the Caribbean reparatory justice movement.
CONTENT
Theme 1: Apartheid and The Liberation Struggle In South Africa
(a) The Apartheid System: definitions and practices.
(b) Dismantling Apartheid in South Africa.
(i) architects of the Liberation Movement in South Africa (for example,

Nelson Mandela, Steven Biko and Winnie Mandela);
(ii) the Role of the African National Congress; and,
(iii) the contribution of the international community.
CXC A4/U2/15 25
UNIT 2
Theme 2: Reconciliation and Reparations
(a) The concept of reparatory justice.
(b) The concept of reconciliation.
(c) Historical reparations (for example, Haiti to France; Britain to the Caribbean
planters; Germany to the Jews).
(d) The historical demands for reparatory justice.
of the objectives of this Module, teachers/facilitators are

1. Present a catalogue of songs that were used

by South Africans to inspire them as they fought against the Apartheid movement in South
Africa.
2. Organise a class debate on the contribution of Winnie Mandela to the Liberation Movement
in South Africa in light of the dominant role given to Nelson Mandela.
3. Examine newspaper articles to better understand resistance to Apartheid up to 1990.
4. View documentaries and films on the Apartheid Movement in South Africa. Students can
develop worksheets and exchange with their classmates to inform class discussions and
debates after viewing sessions.
5. Construct graphs and charts to show demography, land ownership patterns, and immigration
in South Africa.
6. Conduct a web search and arrange images of housing for blacks in South Africa under
Apartheid. Complete a five-minute presentation for the class.
7. View documentaries and listen to lectures on historic reparation (Haiti to France; Britain to
the planters; Germany to the Jews). Students can develop worksheets and exchange with their
classmates to inform class discussions and debates after viewing sessions.
8. Listen to songs on reparation (Mr Perfect, Sutcliffe Simpson) and use this as the stimulus for
class discussion on the relevance of the lyrics to historical tragedies.
9. Develop a glossary of terms and definitions of concepts taught or discussed in the Module.
10. Conduct a debate on the pros and cons of reparation and reconciliation.
CXC A4/U2/15 26
UNIT 2
RESOURCES
Biko, S. I write what I like: selected writings. University of Chicago Press,

2002.
Beckles, H. Reparations for Slavery and Native Genocide.

Kingston: The Press, UWI, 2013.
Coates, T. The Atlantic, June 2014.

(http://www.theatlantic.com/magazine/archive/2014/06/the-case-
for-reparations/361631/
Mbeki, G. The Struggle for Liberation in South Africa. Cape Town, 1992.
Robinson, R. The Debt: What America Owes to Blacks. New York: Penguin, 2001.
Shepherd, V.A., Reid, Jamaica and the Debate over Reparation for Slavery: A Discussion
A., Francis, C. and Paper Presented by the Jamaica National Bicentenary Committee.
Murphy, K. Kingston: Pelican Publishers, 2012.
Thompson, Alvin Visualizing Slavery: Images and Texts. Bridgetown: Thompson

Business Services, 2015.
Wilson, R. The Politics of Truth and Reconciliation in South Africa: Legitimizing

the Post-Apartheid State. Cambridge: CUP, 2001 (paperback).
AUDIO/VIDEO PRODUCTIONS
Oxford Union Speech, Sashi Tharoor https://www.youtube.com/watch?v=f7CW7S0zxv4.
Interview with Dr Ray Winbush < https://www.youtube.com/watch?v=vLau6XhLLyU>.
Dr Ray Winbus https://www.youtube.com/watch?v=18cNBDknJYs>.
Lecture by Hilary Beckles (Repairing the Nation) <https://www.youtube.com/watch?v=lEvltuAensY.
https://www.youtube.com/watch?v=95yrMrwGSNc>.
: Reveals a South Africa trying to forge a lasting peace in the post-

413, Berkeley,
California 94710, USA. Tel 510-845-5414).
CXC A4/U2/15 27
UNIT 2
http://www.anc.org.za/show.php?id=4605 (online book).
Sarafina and Invictus.
Nelson Mandela and the struggle to end Apartheid (30 minutes.) This videotape can be obtained from
Educational Media Film and Video Ltd. Harrow Middlesex HA27HE.
: Reveals a South Africa trying to forge a lasting peace in the post-

ris Films, 2600 Tenth St.; Suite 413, Berkeley,
California 94710, USA. Tel 510-845-5414).
Struggle Against Apartheid: Amandla! A Revolution in Four-Part Harmony.

VHS and DVD 103 minutes
PG-13 Director: Lee Hirsch
Amandla! recounts the history of the anti-apartheid struggle from 1950- different
freedom songs. Particularly valuable for its interviews, archival footage, and filmed performances, the
film shows that music was crucial not only in communicating a political message to protesters and
opponents but also in strengthening the resistance itself.
More information from the African Media Project:

http://www.africanmedia.msu.edu/php/showfilm.php?id=29501.
Britain's Forgotten Slave Owners S01 E02 The Price Of Freedom Official
https://www.youtube.com/watch?v=kgaJyp8ix4M&t=41s.
CXC A4/U2/15 28
OUTLINE OF ASSESSMENT
Each Unit of the syllabus will be assessed separately. The scheme of assessment for each Unit will be
performance on each Unit will be reported as an overall grade and a grade on
each Module of the Unit. The scheme of assessment will comprise two components, one external and
the other internal.
School candidates are required to do the external assessment in addition to which they are to do the
School-Based Assessment for the first Unit for which they register. Candidates may opt to carry
forward their School-Based Assessment score to any subsequent Unit or Units taken.
The School-Based Assessment score may be carried forward for one or more Units taken, provided
any subsequent examination is within two years of taking the first Unit. Those candidates may opt to
do the School-Based Assessment of the second Unit taken and not carry forward their score from the
first Unit taken.
Private candidates are required to do the external assessment and the Alternative to School-Based
Assessment for Private Candidates.
EXTERNAL ASSESSMENT (80 per cent)
Written Papers
Paper 01 45 multiple choice questions, 15 on each Module. All 30 per cent

1 hour 30 minutes questions are compulsory.
(54 marks)
Paper 02 Section A: Module 1 50 per cent

2 hours 40 minutes Section B: Module 2
(90 marks) Section C: Module 3
Each section consists of one document-based question and

one essay question.
SCHOOL-BASED ASSESSMENT (20 per cent)
Paper 031 A research paper, requiring the candidate to demonstrate the skills of the
(36 marks) historian.
Alternative to School-Based Assessment
Paper 032 A written paper consisting of questions testing the skills of the historian.
1 hour 30 minutes
(36 marks)
CXC A4/U2/15 29
MODERATION OF SCHOOL-BASED ASSESSMENT
All School-Based Assessment Record Sheets and samples must be submitted to CXC® by 31 May of the
year of the examination in electronic format via the ORS. A sample of assignments will be requested
by CXC® for moderation purposes. These samples will be re-assessed by CXC® Examiners who
moderate the School- moderation.
e months after
publication by CXC® of the examination results.
ASSESSMENT DETAILS
External Assessment
There will be a combined question paper and answer booklet for Paper 01.
Paper 01 (1 hour 30 minutes 30 per cent of Total Assessment)
1. Number of Questions
This paper consists of forty-five multiple-choice questions covering all three Modules.
2. Syllabus Coverage
comprehension across the breadth of the syllabus.
3. Question Type
Questions on this paper are multiple-choice questions.
4. Mark Allocation
One mark will be awarded for each correct multiple-choice response.
The maximum number of marks available for this paper is 54 and this paper contributes 30
per cent to the total mark for the Unit.
Paper 02 (2 hours 40 minutes 50 per cent of Total Assessment)
1. Number of Questions
This paper consists of six questions with two questions on each Module. Candidates are
required to answer three questions, one from each Module.
2. Syllabus Coverage
-depth understanding of
the themes across the syllabus.
CXC A4/U2/15 30
3. Question type
Each section consists of one document-based question and one essay question. Each
document-based question consists of several parts based on two extracts related to a
particular theme. Candidates must answer three questions, one from each Module. One of
the three questions must be a document-based question.
4. When responding to the essay question, candidates are expected to write an introduction and
a conclusion. Marks will be awarded for the well-structured and argued introduction and
conclusion. The introduction should: include an introductory statement on the subject
matter; a definition and explanation of key words; where the question demands a position,
the student should state hypothesis and briefly explain why and; an outline of the main points
to be discussed must be offered. The conclusion should restate the thesis; summarise the
main sub-points and end the response with a strong and impactful statement.
5. Mark Allocation
Each question will be worth 30 marks. The maximum number of marks for this paper is 90.
The paper contributes 50 per cent of the total marks of the Unit.
SCHOOL-BASED ASSESSMENT (20 per cent of Total Assessment)
School-Based Assessment is an integral part of student assessment in the course covered by this
syllabus. It is intended to assist students in acquiring certain knowledge, skills, and attitudes that are
associated with the subject. The activities for the School-Based Assessment are linked to the syllabus
and should form part of the learning activities to enable the student to achieve the objectives of the
syllabus.
During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute
to the final marks and grades that are awarded to students for their performance in the examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of School-Based Assessment. The
guidelines provided for the assessment of these assignments are intended to assist teachers in
awarding marks that are reliable estimates of the achievement of students in the School-Based
Assessment component of the course. In order to ensure that the scores awarded by teachers are not
out of line with the CXC® standards, the Council undertakes the moderation of a sample of the School-
Based Assessment assignments marked by each teacher.
School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet

the needs of students. It facilitates feedback to the student at various stages of the experience. This
helps to build the self-confidence of students as they proceed with their studies. School-Based
Assessment also facilitates the development of the critical skills and abilities emphasised by this CAPE®
subject and enhance the validity of the examination on which candidate performance is reported.
School-Based Assessment, therefore, makes a significant and unique contribution to both the
development of relevant skills and the testing and rewarding of students for the development of those
skills.
CXC A4/U2/15 31
The Caribbean Examinations Council seeks to ensure that the School-Based Assessment scores are
valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended
to assist in doing so.
Paper 031: The Research Paper
The School-Based Assessment will consist of one research paper for each Unit of the syllabus. This
research paper contributes 20 per cent of the final grade.
Candidates will be expected to select the topic from within the Unit and develop their own research
proposals with guidance from their teacher.
Candidates must submit proposals for approval by the teacher before undertaking the research. The
research paper may be presented entirely in writing or may be a combination of writing and other
media (for example, video or audio recordings).
The research paper should provide evidence of

historian in conducting investigations of historical questions, problems or issues. The paper should be
structured following the generally accepted rules for writing a research paper. (See Guidelines below).
The research paper should be 1500 words in length, excluding tables, direct quotations, footnotes,
research paper in excess of 1500 words (excluding tables, direct quotations, footnotes, references and
on e marks which are

to be deducted, and the final score that the candidate receives after the deduction has been made.
The research paper should be typewritten and double-spaced. Students must use the Modern
Languages Association (MLA) style of referencing throughout their research paper (See Modern
Languages Association Handbook).
GUIDELINES FOR STRUCTURING THE RESEARCH PAPER
PARTS OF THE ESSAY FOCUS COMPOSITION

Introduction Focus on the research Historical setting and historical context
question
Issues to be developed
Thesis
Development Explanation of each Provide the argument with the evidence to

issue identified in the support the thesis.
introduction Explain/examine/discuss/analyse/assess each
issue identified.
Sub-headings may be used to classify the issues:
Express each issue as a generalisation

(a topic sentence)
Provide the supporting evidence for the
claim made in the generalisation
CXC A4/U2/15 32
PARTS OF THE ESSAY FOCUS COMPOSITION
Incorporate evaluation of the primary and
secondary sources used.
Conclusion Summary Reinforces the thesis
Appendix (optional) Illustrations Pictures, tables etc. Reference must be made to

these within the paper.
SCHOOL-BASED ASSESSMENT CRITERIA: A guide to assessment for the Teacher
Through their research papers candidates will be required to demonstrate the ability to:
1. identify a topic relevant to the syllabus, and develop an appropriate thesis; (3 marks)
2. critically evaluate and interpret primary and secondary sources; (4 marks)
3. place the topic investigated in its historical setting and relate the topic to the (6 marks)
wider historical context;
4. support the thesis with relevant arguments and facts; (6 marks)
5. synthesise the results of the research; (7 marks)
6. communicate effectively the results of the research in accordance with the

conventions of the discipline; and, (6 marks)
7. communicate information in a logical manner using correct grammar. (4 marks)
CXC A4/U2/15 33
Guidelines for Marking the Research Paper
Teacher will mark the research paper out of a total of 36 marks.
ABILITIES MARKS
(a) To identify a topic relevant to the syllabus, and to develop an appropriate 3 marks
thesis:
(i) excellent statement of the problem and appropriate, relevant thesis; 3 marks
(ii) satisfactory statement, relevant thesis; and, 2 marks
(iii) moderate statement, marginally relevant thesis. 1 mark
(b) To critically evaluate and interpret primary and secondary sources: 4 marks
(i) appropriate use of a minimum of four sources, including primary 4 marks

sources;
(ii) appropriate use of three sources; 3 marks
(iii) appropriate use of two sources; and, 2 marks
(iv) appropriate use of only one source. 1 mark
(c) To place the topic investigated in its historical setting and relate it to a wider 6 marks
historical context:
(i) clear linkage between the topic investigated, its historical setting and 5 6 marks
wider historical context;
(ii) some linkage between the topic investigated, its historical setting and 3 4 marks
wider historical context; and,
(iii) minimal linkage between the problem investigated and its historical 1 2 marks
setting.
(d) To support the thesis with relevant arguments and facts: 6 marks
(i) the conclusion of the study is fully supported by the evidence 5 6 marks
presented;
(ii) the conclusion of the study is partially supported by evidence 3 4 marks

presented; and,
(iii) the conclusion of the study is minimally supported by evidence 1 2 marks

presented.
CXC A4/U2/15 34
ABILITIES MARKS
(e) To create a synthesis: 7 marks
(i) presentation of logical arguments and coherent findings; 6 7 marks
(ii) presentation of arguments and findings with a few minor 4 5 marks

inconsistencies;
(iii) presentation of arguments and findings with several inconsistencies; 2 3 marks

and,
1 mark
(iv) presentation of flawed arguments and inconsistent findings.
(f) To communicate effectively the results of the research, in accordance with 6 marks
the conventions of the discipline:
(i) demonstration of an excellent writing style and sound knowledge of 5 6 marks

conventions of writing a research paper;
(ii) demonstration of a good writing style and sound knowledge of 3 4 marks

conventions for writing a research paper; and,
(iii) demonstration of a weak writing style and limited knowledge or 1 2 marks

conventions for writing a research paper.
(g) To communicate information in a logical manner using correct grammar 4 marks
(i) communication of information in a logical way using correct 3 4 marks

grammar;
(ii) communication of information in a fairly logical way with few 2 marks

grammatical errors; and,
(iii) communication of information in a partially logical way with several 1 mark

grammatical errors.
TOTAL 36 Marks
CXC A4/U2/15 35
REGULATIONS FOR PRIVATE CANDIDATES
Candidates who are registered privately will be required to sit Paper 01, Paper 02 and Paper 032.
These candidates will:
1. select ONE topic from any of the six themes in the Unit for which they are registered;
2. conduct research in accordance with the School-Based Assessment criteria described on pages
28 34; and,
3. write Paper 032.
Paper 032 will be 1½

and designed to assess their ability to:
1. evaluate primary and secondary sources;
2. relate the topic to a theme in the syllabus;
3. place the topic in the wider historical context of the Unit; and,
4. synthesise the results of the research citing references in accordance with the conventions
of the discipline.
This paper will be marked out of a total of 36 marks and will contribute 20 per cent to the overall
assessment of the
REGULATIONS FOR RESIT CANDIDATES

Resit candidates must complete Papers 01 and 02 of the examination for the year in which they re-
register. However, resit candidates may elect not to repeat the School-Based Assessment component
of the examination provided they resit the examination no later than two years following the first
attempt. Candidates may elect to carry forward their School-Based Assessment score on more than
one occasion during the two years following the first sitting of the examination.
Resit candidates must be entered through a school, a recognised educational institution, or the Local
CXC A4/U2/15 36
ASSESSMENT GRID
The Assessment Grid for each Unit contains marks assigned to paper and to Module, and percentage
contribution of each paper to total score.
PAPERS Module 1 Module 2 Module 3 TOTAL (%)

Paper 01
1 hour 30 minutes 15 (18) 15 (18) 15 (18) 45 (54) (30)
(Multiple-choice)
Paper 02
2 hours 40 minutes 30 30 30 90 (50)
(Document-based and Essay)
Paper 031 and 032

(Research Paper and Alternative Paper) 12 12 12 36 (20)
TOTAL 60 60 60 180 (100)
CXC A4/U2/15 37
APPENDIX
ADDITIONAL BIBLIOGRAPHY
(To provide extra resources for Teachers. Note that books that already appear as resources for each
Module are not repeated here)
Amin, S. Unequal Development. New York: Monthly Review Press, 1976.
Andrews, K. Trade, Plunder and Settlement: Maritime Enterprise and the

Genesis of the British Empire, 1480 1630. New York: Cambridge
Atmore, A. and Oliver, R. The African Middle Ages 1400 1800. New York Press: Cambridge
University, 1981.
Bailyn, B. The Ideological Origins of the American Revolution. Cambridge:

Harvard University Press, 1967.
Bailyn, B. Political Experience and Enlightenment Ideas in 18th Century

American Historical Review, 67, (1961).
Beckles, H. Natural Rebels: A Social History of Enslaved Black Women in

Barbados. New Brunswick, New Jersey: Rutgers University Press,
1989.
Beckles, H. A History of Barbados: From Amerindian Settlement to Nation-

state. Cambridge: Cambridge University Press, 1990.
Benjamin, T., Hall, T. and The Atlantic World in the Age of Empire. Boston: Houghton Mifflin,
Rutherford, D. 2001.
Bethell, L. Spanish America after Independence. New York: Cambridge

Blackburn, R. The Overthrow of Colonial Slavery, 1776 1848. London and New
York: Verso Press, 1988.
Brereton, B. -emancipation Protest in the Caribbean: the Belmana Riots in

Caribbean Quarterly, 30, 3 and 4, (1984).
Canny, N.
William and Mary Quarterly, 1973.
Carter, H. Food Riots and Labour Protest in Post-slavery Barbados: An

Analysis of Paper presented to the 28th Annual
Conference of Caribbean Historians, April 1996.
Charlesworth, N. British Rule and the Indian Economy, 1800 1914. London:
Macmillan, 1982.
CXC A4/U2/15 38
Cottrell, P. L. British Overseas Investment in the 19th Century. London: Macmillan,
1975.
Craton, M. Testing the Chains Resistance to Slavery in British West Indies.

Ithaca: Cornell University Press, 1982.
Dabydeen, D. and India in the Caribbean. London: Hansib, 1987.

Samaroo, B.
Davies, K. G. The North Atlantic World in the 17th Century. Minneapolis:

University of Minnesota Press, 1976.
Davis, R. Rise of the Atlantic Economies. London: Weidenfeld and Nicolson,

1973.
Drescher, S. Capitalism and Anti-Slavery: British Mobilization in Comparative

Perspective. New York and Oxford: Oxford University Press, 1987.
Drescher, S. Econocide: British Slavery in the Era of Abolition. Pittsburgh:

University of Pittsburgh Press, 1977.
DuBois, W.E.B. The World and Africa. New York: International Publisher, 1968.
Edwards, P. . London: Heinemann, 1977.
Ferguson, J. The Story of the Caribbean People. Kingston: Ian Randle Publishers,
1999.
Frank, A.G. Crisis in the World Economy. New York: Homes and Meirer
Publishers, 1980.
Henry, Z. Labour Relations and Industrial Conflict in Commonwealth

Caribbean Countries. Trinidad: Columbus Publishers, 1992.
Hobsbawm, E. The Age of Revolution: Europe 1789 1848. London: Cardinal, 1988.
Hobsbawm, E. Industry and Empire. London: Weidenfield and Nicholson, 1965.
Hulme, P. Colonial Encounters: Europe and the Native Caribbean 1492 1797.
New York: Routledge, 1992.
Kadish, D.Y., ed. Slavery in the Caribbean Francophone World. Athens, Georgia:
University of Georgia Press, 2000.
Kemp, T. The Industrialisation in 19th Century Europe. London: Longman

1985.
Knight, F. The Genesis of a Fragmented Nationalism. New York: Oxford

CXC A4/U2/15 39
Knight, F., ed. General History of the Caribbean: The Slave Societies of the
Caribbean: Vol. 111. Paris: UNESCO Publishing, 1997.
Knight, F. and Palmer, C., The Modern Caribbean. Chapel Hill: The University of North
eds. Carolina Press, 1989.
Lane, A., ed. The Debate Over Slavery: Stanley Elkins and his Critics. Chicago:
University of Illinois Press, 1971.
Lewis, G. K. Main Currents in Caribbean Thought: The Historical Evolution of

Caribbean Society in its Ideological Aspects, 1492 1900. London:
Heinemann, 1983.
Look Lai, W. Indentured Labour, Caribbean Sugar: Chinese and Indian Migrants
to the British West Indies, 1838 1918. Baltimore and London: The
Johns Hopkins University Press, 1993.
Lovejoy, P. and Rogers, N., Unfree Labour in the Making of the Atlantic World. Essex: Frank
eds. Cass and Co. Publishers, 1994.
Marshall, W. K. In
Barry Higman, ed. Trade, Government and Society in Caribbean
History, 1700 1920. Kingston: Heinemann, 1983.
Moore, C., ed. African Presence in the Americas. Trenton, New Jersey: Africa World
Press, 1995.
Moore, B. and Wilmot, S., Before and After 1865. Kingston: Ian Randle Publishers, 1998.
eds.
Morgan, E. The Birth of the American Republic, 1763 1789. Chicago:

University of Chicago Press, 1977.
Oostindie, G., ed. Ethnicity in the Caribbean. London: MacMillan, 1996.
Perkin, E. J. and A Prosperous People: The Growth of the American Economy.

Walton, G. M. Englewoods Cliff, New Jersey: Prentice Hall, 1985.
Porter, B. 1970.
New York: Longman, 1984.
Pemberton, R., et al Caribbean History Textbooks: A Gender Review. Kingston: Pelican

Publishers Ltd., 2012.
Ramesh, R. United States Investment in Latin America and the Caribbean.

London: Hodder and Staughton, 1985.
Rubin, V. and Tuden, A. eds. Perspectives on Slavery in the New World Plantation Societies. New
York: The New York Academy of Societies, 1977.
CXC A4/U2/15 40
Seecharan, C.
Guiana, 1919 1929. London: MacMillan, 1997.
Sheller, M. Democracy after Slavery: Black Publics and Peasant Radicalism in

Haiti and Jamaica. London: MacMillan, 2000.
Sheridan, R. Sugar and Slavery. Kingston, Jamaica: Canoe Press, 1994.
Shepherd, V.A. Transients to Settlers: The Experience of Indians in Jamaica. Leeds:

Peepal Tree/Warwick University, 1994.
Shepherd, V.A. Engineering History: Caribbean Women in Historical Perspectives.

Brereton, B. and Bailey, B., Kingston: Ian Randle Publishers, 1995.
eds.
Van Sertima, I. African Presence in Early America. New Brunswick: Transaction

Publishers, 1992.
Walvin, J. Questioning Slavery. New York: Routledge, 1996.
Western Zone Office

7 April 2017
CXC A4/U2/15 41
CARIBBEAN EXAMINATIONS COUNCIL
Caribbean Advanced Proficiency Examination®

®
CAPE
HISTORY
Specimen Papers and

Mark Schemes/Keys
Specimen Paper: - Unit 1 Paper 01

Unit 1 Paper 02
Unit 2 Paper 01
Unit 2 Paper 02
Mark Scheme and Key: - Unit 1 Paper 01

Unit 1 Paper 02
Unit 2 Paper 01
Unit 2 Paper 02
1 hour 30 minutes
2 hours 40 minutes
2
Bartolome de Las Casas,

Historia de las Indias (1559) in E. Williams,
Documents of West Indian History, Vol 1
(Trinidad: PNM Publishing Ltd., 1963), p. 65
Bartolome de Las Casas, “A Very Brief Account of the Destruction of the Indies”, (1552).
In George Sanderlin (ed.),
Witness: Writings of Bartolome de Las Casas, p. 144
3
4
5
6
7
8
9
10
Nicole Phillip Women in Grenadian History 1783 – 1983 (University of

the West Indies Press, 2010) p. 46.
(Confession of the enslaved man "Binham” , 1831/32. Emancipation War in

Jamaica, in Verene Shepherd, “We All Thought the King was on Our Side: Voices of
the Enslaved in the Post Slave Trade Abolition Era”, The Arts Journal, Guyana, Vol. 3: 1
& 2 (March 2007), pp. 47 – 65
11
Strong leadership and favourable circumstances accounted for

the success of the Haitian Revolution”
12
13
14
15
16
17
18
The Advocate newspaper, July 1937, in W. A Beckles, The

Barbados Disturbances, 1937, Bridgetown
House of Commons Parliamentary Papers online. Copyright © 2006

Proquest Information and Learning Company. All rights reserved.
19
20
21
22
23
24
25
The Council has made every effort to trace copyright holders. However, if any have been inadvertently
overlooked, or any material has been incorrectly acknowledged, CXC will be pleased to correct this
at the earliest opportunity.
02127020/CAPE/KMS 2017 SPEC
CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®
HISTORY
UNIT 1 – PAPER 02
SPECIMEN PAPER
KEY AND MARK SCHEME

2
Question 1
(a) Reasons for decline
Diseases
Europeans brought many Old World diseases to the

Americas; centuries of isolation of the New World from
the old meant that the indigenes had no prior exposure
to these microbes and viruses; therefore their bodies had
no chance to build up natural resistance to the diseases
of Europe
Smallpox, influenza, measles had a devastating effect on

the Indigenous peoples.
Encomienda
Malnutrition and overwork under the Encomienda system;

little or no time to cultivate their conucos.
Indigenous peoples were enslaved under the encomienda

system; this forced them to work in the mines searching
for gold; unaccustomed to this type of work led to the
death.
Enslavement of indigenous people against the wishes of

the crown led to their death.
Resistance
Rather than endure the rigours of enslavement Indigenous

peoples resisted the Spaniards.
Suicides, group suicides, infanticide
Warfare
Killed in battles with the Spaniards; scenario of

conquest or .the Just War’.
"The Just War" as Hispanic, Catholic doctrine justified

the use of aggression/force/violence on the Indigenes,
if they resisted. After the reading of THE REQUIREMENT,
3
if Indians showed resistance to conquest or resistance

to Christianization, the Crown authorized use of the Just
War.
Colonists’ perception of indigenous people as uncivilized

led to their treatment and eventual deaths
The colonists/conquistadores used force as

sport/genocide.
Torture and execution by Spaniards
Any THREE reasons clearly given, 2 marks each

Points partially elaborated, 1 mark each.
[6 marks]
(b) Ways in which the Church contributed
Assistance in subjugation of the Indigenous Peoples
They pacified the people
They resided among them and taught them the Spanish

ways, including language
They transferred Spanish values; e.g. monogamous

marriages.
Priest like Las Casas attempted to establish

communities where the Indigenous peoples could live
in harmony with the Spaniards
Christianisation of the Indigenous peoples
Proselytization of the Indigenous Peoples
Destroyed temples of the Indigenous Peoples
Destroyed the images of their gods, e.g. zemis

4
Protection of Indigenous Peoples by Las casas and

Montesinos from the abusive treatment of the Spanish
settlers.
Montesinos and Las Casa were the leading spokesmen

for good treatment of the Indigenous peoples
The protested to the crown about the poor treatment

of the peoples who were seen as subjects of the crown
Laws of Burgos were implemented
The passage of the New Laws of Burgos (1542)
Establishment of educational and social institutions

like schools, asylums and hospitals.
Censorship of ideas and extension of the Spanish

inquisition
Regulated the books which came into the colonies
Punished heretics, including all who were not loyal

to the Crown
Set up seminaries and universities
Any THREE ways clearly explained, 3 marks each

Points partially elaborated, 2 marks each.
Points stated without elaboration, - 1 mark each
[9 marks]
(c) Perceptions of Indigenous Peoples were based on Euro-

centric beliefs
The Europeans thought that they were superior human

beings to people who were non-Europeans and non-
Christians. They perceived the Indigenous Peoples to
be inferior, uncivilized and heathens.
5
The Indigenous peoples had no souls and therefore

were fit for exploitation.
They had no morality. They had no understanding of

what was good
They had no culture. All the institutions of the

Spaniards were different from the Indigenous peoples.
Any THREE ways clearly outlined, 2 marks each

[6 marks]
(d) Effects on the way of life.
In the Spanish islands, virtual disappearance of the

people as a distinct ethnic people.
Demographic failure due to disease and wars of

conquest.
Undermining of the political system: some leaders

were retained but with Spanish authority rather than
their own.
Conucos were destroyed by the animals brought by the

Spaniards and they were overcultivated.
They were forced to move from being subsistence

producers to become surplus producers for export.
They produced crops desired by the Spaniards and

their indigenous production suffered.
6
Cultural erosion: the Spaniards Catholicism, and

other symbols of their culture were undermined
Top leaders were destroyed along with their

authority.
On the mainland commoners were treated as tenants
The establishment of the encomienda system led to the

destruction of the Indigenous peoples by placing them
at the disposal of the Spaniards who were expected
to Christianize, clothe and feed them
The system broke down into one of forced labour and

became a system of Amerindian slavery instead
The natives were subjected to a variety of physical,

emotional and psychological abuses, families were
torn apart, and females were sexually exploited. The
priests and clergy did nothing to stop the abuses
carried out by the encomenderos.
The encomienda system led to wars of resistance,

which further devastated their numbers, some
committed suicide.
Any THREE features clearly discussed, 3 marks each

[9 marks]
7
Question 2
Examine the claim that West Africans were present in the Americas
prior to 1492 is unconvincing.
1. Overview
Candidates should give a full explanation of Ivan van

Sertima’s thesis and a position statement.
The response should demonstrate an understanding that this
thesis has been challenged.
2. Claim of pre-1492 West African presence
Claims of a pre-Columbian presence in the Americans are

made by Ivan van Sertima in his book ‘They Came Before
Columbus’.
According to van Sertima, Africans arrived in the

Mesoamerican area before the Europeans
His claim is that long before the arrival of the

Europeans, there was evidence of some contact between
some Indigenous Peoples of the Americas and
traders/explorers from Africa.
They arrived sometime in the late 13th and early 14th

century from the Mali empire and that, led by their
emperor, Abubakari II, they made the Atlantic crossing
in African wind powered boats.
Van Sertima further suggests that the Indigenous People

in Mesoamerica associated Abubakari with the Aztec god
Quetzalcoatl and accorded the Malians royal status
Candidates should distinguish between some accidental

landings of Africans, and a semi-permanent ‘presence’.
They should indicate that the former is unproven is quite
possible, latter most likely
8
3. Archaeological evidence of West African Presence
Archaeological findings provide more substantial

evidence to support the claim: the main evidence lies in
apparently Africanised artefacts which were found in
parts of the Americas and which were dated from earliest
indigenous civilisations up to the period immediately
preceding the Columbian arrival
These artefacts were deemed to be Africanised because

the images and figures had features that were of African
origin in their “colouration, fullness of lip, kinky
hair, identifiable coiffures, head kerchiefs (van
Sertima 1976: xiv)
Sertima pointed to particular evidence; the figure of a

black woman found in Vera Cruz; the sculpture of a
negroid head found in El Salvador; he argued that there
was a Mande influence in Mexico, that this was reflected
in the sculpting of Mandingo heads by the Indigenous
peoples.
Baptiste and Okenve (Jemmot et al, 2010 pp 48 – 51) argue

that van Sertima has not clearly proven his thesis. The
archaeological evidence is weak as there are other
possible explanations. For example, there is the view
that weathering of stone images could have changed the
features.
These include the fact that cultural similarities may be

a result of shared/common human origins (“Out of Africa
migrations”)
There are other competing interpretations including the

possibility that the archaeological finds may point to
the earliest encounter with the Spaniards who had
Africans in their entourage
9
4. Oral and linguistic evidence of West African Presence
Van Sertima based his claim partly on the grounds of

African linguistic continuities in the oral culture
of some Indigenous Peoples.
Students should indicate that most historians regard

this as a weak evidentiary base as these cultures were
not literate and these oral claims would have to be
subject to the same limitations as the Vikings sagas
as accuracy in transition/memory, exaggeration,
misinterpretation by transcribers.
5. Linguistic evidence of West African presence
Another indication of this presence is to be found in

Indian accounts told to the Spaniards that they had
received an alloy “guanine” from the Africans.
The claim is that the process of combining copper,

silver, gold and other minerals originated in African.
Gaunine is of Africa linguistic origin and is traced to

languages of the Mandigo, Bambara and the Mande on the
West African coast.
Columbus’ account of seeing men with African features in

the Americans.
6. Evidence of West African presence from technology
Technology was in place as Africans had papyrus reed

boats that were seaworthy and cross the Atlantic.
John Thornton critique this theory He argued that

although the westward-flowing Equatorial current would
have made African voyages to the Americas possible,
Africans could not develop the expertise necessary for
deep-sea navigation because their experience was limited
to short voyages in calm seas.
10
The technological evidence is strong in relation to

African skills in boat building.
7. Evidence of West African presence from geography
Van Sertima argued that the crossing between Africa and

the Americas would have been made possible by Trans-
Atlantic ocean currents
Thornton argued however, that the successful return of

the Africans would have been impeded by outgoing
currents.
Thornton stated that van Sertima “has to acknowledge

that these voyages, if they occurred at all, were
accidental and initiated no transatlantic commerce.
(Thornton, 2000, pp 56 – 57)
The geographical claims are at best logical as there is

no evidence that Africans actually traversed the
Atlantic.
Recent experiments challenged Thornton arguments.
8. Botanical evidence
Similarity of plants found in the two regions led van

Sertima to argue that there was contact.
But such plants were also found in Asia and so this

weakens the arguments.
9. Conclusion
While there is much evidence to support the claims made

by van Sertima, it is obvious that the claim is not
without challenge.
It is difficult to say that the thesis is not proven

because there is some evidence of the ability of the
Africans to have developed the technology to take the
11
journey across the Atlantic and that the winds and

currents of the Atlantic would have facilitated their
journey.
There is enough evidence to make this thesis plausible
The actual evidence as to the arrival of Africans has

been challenged by historians in the relation to actual
evidence that the Africans made the journey; the
evidence seems tenuous.
Debate and controversy are part of the work of historians

12
An excellent response should discuss at least 5 points
LEVELS UNDERSTANDING POINTS CRITERIA MARKS

THE DEMANDS OF
THE QUESTIONS
Wide-ranging information and high

level of analysis;
Excellent understanding of
5 Excellent 5 25-30
different historical
interpretations;
Very well structured and fluently
written.
Information is appropriate and
there is reasonably good
4 Very good 4 analysis; 19-24
Good understanding of different
historical interpretations;
Clearly expressed and coherent.
Information is appropriate and
there is some analysis;
3 Satisfactory 3 Some understanding of different 12-18
historical interpretations;
Clearly expressed with reasonable
coherence.
Contains some information but
limited analytical links;
Limited understanding of
2 Limited 2 6-11
interpretations;
Some coherence but expression is
limited.
May contain some descriptive
information but loosely linked to
question;
1 Weak 1 0-5
Little if any awareness of
differing historical
interpretations;
Lacks coherence and expression.
[30 marks]
13
SECTION B: MODULE II
Question 3
(a)
Abortion – methods used to abort or attempt to abort.

Prolonged lactation – prolonged breast feeding of babies
up to age three or older.
Two ways clearly explained — 1 marks each

[2 marks]
(b)
Role as main producers of sugar after 1780’s in most
islands in the region. Provide statistical data from at
least two countries showing the number of females
outnumbering males in the fields. Women were expected
to perform the same field duties as men, from sunrise
to sunset.
Role as reproducers – expected to reproduce new
enslaved people. Women were thus expected to perform a
dual role as producer and reproducer. At the onset of
the end of the transatlantic trade in Africans planters
sought to encourage slave women to breed by providing
incentives.
Punishment of pregnant women (hole dug in the ground to
accommodate the unborn child in her stomach).
Poor diet – excess use of carbohydrates, little protein
or fat, protein deficiency diseases. Diet provided
little nutrients for women’s bodies to be able to
effectively conceive, or to effectively recover in the
postpartum period.
Field or domestic enslaved women were subject to sexual
harassment or abuse from white estate owners or
overseers or elite enslaved men.
High incidence of maternal mortality among enslaved
women – give at least two examples from one or two
countries.
Any four points clearly discussed — 3 marks each

Points partially clear — 1-2 marks each
[12 marks]
14
(c)
Measures introduced by the British Government i.e. the
Slave Registration Act 1815 and Amelioration Act 1823
did little or nothing to improve their lot as enslaved
persons. The British slow process was not meeting their
needs thus they were not prepared to accept
emancipation as a dispensation from above.
The success of the Haitian Revolution of 1791 stood as
a beacon of hope for the enslaved throughout the
region. The radicalism germinated by its success served
as a motivator to other enslaved to take up arms as
well.
Working and living conditions on the estates remained
unchanged, i.e. Strenuous work regime – worked for 10
hours per day in the Eastern Caribbean and 12 hours per
day in Jamaica. Unsanitary living conditions – led to
areas being rife with diseases: worm infestation, water
borne disease. Caribbean slave societies therefore saw
a natural decrease rather increase in its slave
population.
Restrictions to their social and economic status
remained unchanged, i.e. They were still considered
enslaved people and as such stood at the bottom of the
social ladder and were the property of their master.
They could sell at the local markets but could not
engage in the purchase of land for example, as an
enslaved person. Elite male slaves though sent out for
hire where only given a small percentage of the money
earned.
They were still subject to punishment by their owners
or overseers for the slightest offences, including,
whipping, branding, amputation, being made to eat their
own excreta.
Restrictions were still placed on their family
relations i.e. they could not be legally married; they
could be sold or sent off for hire to another estate.
Any four ways clearly explained — 4 marks each

Points partially clear — 2 marks
[16 marks]
15
Question 4
Overview
Candidates should declare a thesis statement which
indicates their view on the statement ‘strong leadership
and favourable circumstances accounted for the success of
the Haitian Revolution’.
SALIENT POINTS:
Strong leadership
The enslaved army found strong leadership in Boukman,
Toussaint L’Ouverture, Jean Jacques Dessalines and Henri
Christophe.
Military:
(a) Boukman used his employ as a coachman to move around
the plantations and plan the revolt. Being a voodoo
priest he gained the awe and respect of his men.
(b) Toussaint was an excellent strategist and tactician.
i.e. he joined the invading Spanish army to get
training for his men, he joined the radical French
Jacobin army in the fight to abolish slavery. He was a
superb organiser in establishing his men as a
formidable fighting force. He choose excellent and
capable lieutenants in the persons of Dessalines and
Christophe.
(c) Dessalines rallied the slave after Toussaint fell and
kept a large army for the duration of his tenure.
Economic Policies
(a) Land holding and agriculture system developed –
fermage system – re-cultivated and abandoned estates.
This strategy was started by Toussaint and followed by
Dessalines and Christophe.
(b) Establishment of a uniform value for the local
currency – the gourd.
(c) Trading relations established with the United States
under Dessalines rule and maintained under Christophe.
16
Political Policies
(a) Establishment of political independence after all
foreign forces were defeated under Toussaint.
(b) Establishment of the post of Governor along with a

central assembly that acted as an executive body under
Toussaint.
(c) Establishment of an independent Haiti 1st January 1804
under Dessalines.
Favourable Conditions
France was in a state of revolution. Each social class in
St. Domingue/Haiti used the watchwords ‘Liberty, Equality
or Fraternity’ to accomplish their own ends. The Grand
Blancs were the first to rebel followed by the Mulattoes
and then the enslaved.
Failure of the Concordat – agreement between the Grand
blancs and the Mulattoes that would have acted as an
alliance against the enslaved army. The failure of the
Grand Blancs to include the mulattoes in the 1790 law that
allowed all persons over age 25 with certain property
qualifications the ability to vote, thwarted any possible
compromise between the two groups and allowed for enslaved
armies to fight each group individually.
The rise to prominence of the Radical Jacobin leadership
in France - by February 1794 the abolition of slavery in
all French colonies.
Diseases like yellow fever decimated the foreign troops
sent against the enslaved army, British, French and
Spanish.
Use of mountainous terrain, provided excellent cover for
the guerrilla type warfare employed by the enslaved army.
17
Excellent responses must include at least 2 well developed points from

each sub-section (military, political and economic) strong leadership as
well as 3 well developed points on favourable circumstances.
LEVELS UNDERSTANDING THE POINTS CRITERIA MARKS

DEMANDS OF THE QUESTION
Wide-ranging information 25-30
and high level of analysis:
5 Excellent response 9 interpretation; very well
structured and fluently
written
Information is appropriate 19-24

and reasonably good
analysis; Good
understanding of different
4 Very good 7 historical interpretations;
Clearly expressed and
coherent

and some analysis; Some
3 Satisfactory 5 historical interpretations;
Clearly expressed with
reasonable coherence
Contains some information 6-11

but limited understanding
of different historical
2 Limited 3 interpretations Some
coherence but expression is
limited
May contain some 0-5

descriptive information but
loosely linked to question
1 Weak 1 differing historical
interpretation Lacks
coherence and expression is
weak
18
SECTION C: MODULE III
Question 5
(a) Ways in which the rioters in the Caribbean unleashed their

“horrific savagery”.
During the rebellion, rioters attacked police officers

because they tried to protect the property of the
business class. Police officers were also attacked
because they were responsible for the arrest of popular
leaders such as Soberanis, Payne and Butler.
Rioters attacked and destroyed buildings in the cities
(Kingston and Bridgetown) and oil fields in Trinidad. In
Bridgetown, for example, the rebels attempted to burn the
Barbados Mutual Life Assurance Society Building This
represented an attack on wealthy class whom they blamed
for their socio-economic plight.
Rioters raided shops for food such as flour rice, corned
beef and ham. Some of these rioters were hungry, while
others took the opportunity to plunder the shops. Others
believed that the prices at the grocery shops were
unaffordable.
The rebels also attacked sugar plantations. They
appropriated yams and potatoes and well as stock – cows
and sheep - owned by the plantations. They did this
because the plantations had resorted to a low-wage regime
for nearly 100 years. Plantation equipment was removed in
Belize.
The rioters sometimes attacked some White employer and
other workers who supported the planter-merchant class.
In addition, members of the government were physically
attacked. For example, in St. Lucia the workers assaulted
the Attorney General and the Governor.
Three ways clearly outlined — 2 marks each
Points partially clear — 1 mark each
[6 marks]
19
(b) Circumstances that prompted the appointment of the

commission
The widespread poverty in the Caribbean:

o Housing small and dilapidated. Some houses measure
12x10 or 16x 9 and contained 8-10 persons
o Lack of good potable water. Drinking water came from

wells, springs and ponds. This created conditions
for the spread of diseases such as typhoid and
dysentery.
o Poor wages paid to agricultural workers: For

example, 10 cents a day for adult males; women got 8
cents a day and children 6 cents in Barbados.
Widespread rebellions and demonstrations in Belize, St.

Vincent, St. Lucia, Trinidad, Barbados and Jamaica
o The rebellions caused loss of life, destruction of
property, threats to businesses, loss of
productivity when a strike occurred.
British troops were required to intervene in St. Vincent,

St. Lucia, Barbados and Trinidad to suppress these
rebellions
o This presented a picture of anarchy in the British
controlled areas.
The economies of the British Caribbean were weak.

o The economies were largely mono-crop: In Barbados,
for example, this only provided work for 30,000 out
of a population of over 200,000;
o The Great Depression led to a decline in exports
from Jamaica to the US and Canada.
o Many migrants to Panama returned to fill the ranks
of the unemployed.
Any THREE circumstances clearly examined, 3 marks each

[9 marks]
20
(c) Reasons why Britain might have felt compelled to make the
grant
Britain had Responsibility as ‘mother country’.

o The West Indian colonies belonged to Britain. As
mother country she might be accused by the colonists
and other imperial powers of neglect.
o Britain had not given the colonies any financial grant
for social services for a very long time.
Britain had gained financial rewards in the past
o Britain benefited from colonial exports from Trinidad
(oil), sugar (ALL), molasses, rum, cotton, coffee
(Jamaica and Guyana), Spices (Grenada, St. Vincent,
St. Lucia) bananas (Jamaica and the Windwards)
o British manufactured goods found a markets in the
colonies.
o Blacks in the Caribbean provided slave labour and wage
labour at a very low cost to British-owned
plantations. For example, the Earl of Harwood owned
plantations in Guyana, Jamaica and Barbados throughout
the period of slavery and well into the twentieth
century
Two reasons clearly explained — 3 marks each
Points partially clear — 2 mark each
For stating the reason only --- 1 mark each
[6 marks]
21
(d) Reasons for funding for labour departments

The major source of discontent in the 1930s came from
labour issues such as the absence of workmen’s
compensation, no collective bargaining, poor working
conditions and long hours of work. A labour department
would address these issues.
It was hoped that the labour department would discuss
matters with emergent trade unions and the employers in
order to reduce conflict.
The labour departments needed funding for staff and its
day-to-day operations.
Britain recognized that the employers were hesitant in
creating such organisations in the Caribbean. Employers
felt that labour departments would work against their
interests.
Any THREE reasons clearly explained, 3 marks each

[9 marks]
22
Question 6
Introduction
General statement (3-4 lines) of protests in Belize, St.

Vincent, Trinidad, Barbados and Jamaica; Lives were lost,
persons were injured and property destroyed, causing the British
military and the local police to intervene.
Outline of main points: Colonial and imperial neglect; social

and economic deprivation; race and labour consciousness; the
primacy of labour issues; and the arrest of labour leaders which
triggered the rebellions.
1. Arrest of labour leaders. Labour leaders such as Soberanis,

Butler, and Bustamante clashed with the local authorities.
They were the ones to hold political meetings before
large crowds.
They had formed trade union organizations, which the
oil field employers, the planters and the merchants
deemed a threat.
Crowds prevented the arrest of leaders because they
felt that they were placing their grievances on the
agenda of the government.
When leaders were arrested or deported, crowds rushed
to their assistance, sparking outbreaks.
The elite viewed these labour leaders as political
agitators who wished to stir up trouble.
2. Colonial neglect helped to create poor living conditions in

the Caribbean
Colonial authorities, mainly the white planter-
merchant class, controlled the Legislative Councils
and Assemblies and passed laws that supported their
enterprises.
23
The authorities were extremely slow in creating

programs for the following: slum clearance, health
care facilities, housing, and education.
The lack of educational facilities led to illiteracy
and discontent, resulting in rebellion; Poor housing
also led to hardship and discontent, especially when
the lower classes compared their housing to those of
the upper classes.
3. Imperial neglect was widely recognized as a cause of the

rebellion
Britain, as colonial power, had a responsibility to
provide for the social and economic development of the
colonies and its people.
Britain provided commissions to investigate the
problems of the colonies, but did not advance grant
funding.
The lack of grant funding contributed to the poverty
that existed, as this could have gone a long way in
building schools and hospitals, which had a direct
impact on the lives of the poor.
4. The rebellions were caused directly by a plethora of labour

grievances which were placed on the agenda by labour
leaders
Some issues were:
The payment of wages far below the cost of living (20

cents per day for agricultural workers in Barbados)
and the refusal of the employers to give wage
increases even in the Trinidad oil field where
enterprises were more viable.
The absence of legally recognized trade unions
The long working hours (12) for drivers and
conductions
The absence of workmen’s compensation legislation,
particularly in an environment (sugar factories and
oil field) where workers were sometimes killed or
injured.
24
A negative reaction to those demands created

demonstrations which eventually led to open conflict
5. The economic conditions deteriorated because of the Great

Depression in the United States.
The Depression, 1929-1934, resulted in the rise of
commodity prices in the US. Thus the price of beef,
flour, fish and butter increased in the 1930s, causing
more hardship for Caribbean workers
The Depression led to a falloff in demand for products
exported from the Caribbean to the United States such
as coffee, molasses, sugar, bananas. When exports
dropped, employers in the Caribbean resorted to
layoffs, causing hardship for workers.
The Depression in the United States resulted in about
12-15 million people being unemployed there. This led
to the return of many Caribbean migrants.
High US unemployment also led to the decline in
remittances from the US.
6. The rebellions were spurred by events which raised race and

labour consciousness
The establishment of Garvey’s Universal Negro
Improvement Association created race consciousness.
Workers were conscious of the huge material
differences between the races in the Caribbean, and
interpreted this as racial domination.
The war between Italy and Ethiopia in 1935/1936 was
seen as a white country trying to destroy defenseless
Africans. Caribbean people received the news of this
conflict on a daily basis and it annoyed them
In Caribbean societies racism was practiced in
schools, recreational clubs and in large white-owned
companies. Workers fought in the 1930s to put an end
to this.
25
7. The return of the war veteran and the Panama migrants also
helped to raise political consciousness.
War veterans such a Captain Arthur Andrew Cipriani
returned to establish a political party; while Clennel
Wickham of Barbados returned and became a newspaper
editor, championing the cause of the workers.
The veterans were aware of better conditions for in
the US and UK and wanted to achieve this for the
Caribbean
The Panama migrants had worked for higher wages in
Panama under a US company regime. They felt that trade
unions would help to improve conditions in the
workplace
Conclusion
Summary of main points, emphasizing the role of poverty in the

outbreak of rebellions.
Discuss the position that workers were led to revolt by
political agitators
Include a brief discussion on the impact of the rebellions with
reference to the Royal Commission of 1938/39 and its
recommendations.
26
Excellent responses must include 5 points from both parts of

question (challenges faced and responses to).
LEVELS UNDERSTANDING THE POINTS CRITERIA MARKS

DEMANDS OF THE QUESTION
Wide-ranging information 25-30
and high level of analysis:
5 Excellent response 5 interpretation; very well
structured and fluently
written

and reasonably good
analysis; Good
4 Very good 4 historical interpretations;
Clearly expressed and
coherent

and some analysis; Some
3 Satisfactory 3 historical interpretations;
Clearly expressed with
reasonable coherence
Contains some information 6-11

but limited understanding
of different historical
2 Limited 2 interpretations Some
coherence but expression is
limited
May contain some 0-5

descriptive information but
loosely linked to question
1 Weak 1 differing historical
interpretation Lacks
coherence and expression is
weak
1 hour 30 minutes
–
S
2 hours 40 minutes
.
2
Declaration and Resolves of the First Continental Congress, October 14, 1774,
In Henry S. Commager (ed.) Documents of American History,
New York: Appleton-Century-Crofts, 1963, pp. 82 – 83.
Extract from A Translation of the Declaration of the Rights of Man and the Citizen, August 26, 1789
By John Hal Stewart, in A Documentary Survey of the French Revolution,
New York: Macmillan, 1951, pp. 113 – 115.
Retrieved on December 02, 2008 from http://sourcebook.fsc.edu/historydeclaration.html
3
4
5
6
7
8
9
10
Sir Joyson Hicks (Lord Brentford), Home Secretary (1924), Daily News, 17th October 1925, cited
in Ghandi and the Freedom Struggle, page 96.
Mahatma Gandhi, cited in India of my Dreams, Krishna Kirpilani, Ahemadabad, India, 1947.
11
12
13
14
15
16
17
18
A brief history of the African National Congress.

African National Congress: South African’s National Liberation Movement.
Retrieved 28 January 2016 from http://www.anc.org.za/show.php?id=206)
(Source: South African History online: 1960-1966:- The

genesis of the armed struggle < http://www.sahistory.org.za/1960-
1966-genesis-armed-struggle>
Source: Statement of Nelson Mandela at his Inauguration as President

10 May 1994, Pretoria
19
20
21
22
23
24
25
The Council has made every effort to trace copyright holders. However, if any have been inadvertently
overlooked, or any material has been incorrectly acknowledged, CXC will be pleased to correct this
at the earliest opportunity.
02227020/CAPE/KMS 2017 SPEC
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®

2
Question 1
(a)
The impact of the intellectual developments that marked the
emergence of a colonial society that was growing apart from
the metropole.
Resentment over British attempts to enforce new taxes on the

Americans – to make Americans pay for defence and for cost of
the seven year war.
Horror by colonials over such issues as the Boston massacre
The emergence of a colonial political system centred in the

House of Assembly that gave the Americans a sense of autonomy
British unwillingness to recognise the legitimate grievances

of the colonist
Neglect of the colonists by the British
Issue of land for expansion across the Appalachians after

1765
Any THREE factors clearly outlined, 2 marks each

Point partially outlined, 1 mark each (6 marks)
(b) Clear explanation of the victory of the Americans by reference

to such issues as
The British fighting forces that were quite unfamiliar

with the terrain
The aid of the French, especially for naval warfare
The effective leadership in George Washington and others
The motivation of Americans who felt they had a just cause
Britain might have held the seas, but the problem of
supplying troops far from home base in Britain gave some
advantage to the Americans
Unconventional fighting techniques of the Americans
Any THREE points clearly explained, 3 marks each

Point stated with partial elaboration, 2 marks
Point stated without elaboration 1 mark
(9 marks)
3
(c)
Last summoned in 1614, one hundred and seventy years earlier,
an indication that it was in crisis situation
Signalled a crisis in absolutism; i.e. the king’s inability

to solve the financial crisis (bankruptcy)
Signalled the failure of the royal efforts to reform in the

1770s and 1780s
Any TWO factors clearly outlined, 3 marks each

Point stated with partial elaboration 2 marks
Point partially outlined, 1 mark each (6 marks)
(d) While candidates might co-join these two revolutions in

identifying their impact, it is expected that they will identify
such issues as:
The Haitian Revolution’s direct links to the French

Revolution.
American support for the Haitian revolutionaries, after

the defeat of the French especially under President J
Adams. Here the point can also be made that there was some
ambivalence in American policy, but there were those who
felt that the principles of the American Revolution – life,
liberty and equality for all – implied a moral
responsibility to assist the revolutionaries.
Links between Enlightenment and events in France and the

actions of the first US President influenced the new
constitution
The American and French revolutions were influential in

stimulating revolutionary movements in the Americas, as
for example the revolutions led by Simon Bolivar.
Inflationary impact - trade restricted and cost of goods
Any THREE impacts clearly discussed 3 marks each

(9 marks)
(Total 30 marks)
4
Question 2
Introduction
Candidates must demonstrate an understanding of the link

between the Atlantic economies and the British Industrial
Revolution. They refer to the debate among historians as to
the contribution made by the Atlantic economies to the
Industrialisation Revolution. Emphasis should be placed on the
fact that by the late 8th century those involved in the Atlantic
production and trade had accumulated the necessary substantial
profits that were paramount to the Industrial Revolution.
However, candidates must also emphasise that there were other

factors, internal to Britain that also contributed to the
Industrial Revolution.
Contributions of the Atlantic economies
2. The Atlantic region was characterised by interdependent

economic activity.
The Atlantic trade linked Africa, Europe and the Americas

There was an ongoing exchange of goods, in response to
supply and demand of each region. This was within Western
Europe as well
3. External trade with the Atlantic region assisted the

transformation of the British economy.
There was significant revenue from the colonial trade i.e

the colonies in the Caribbean and North America.
There was a lucrative re-export trade with other European
countries, especially with Portugal and Spain and with
Latin America. This re-export trade was done entirely
with colonial products.
4. The Atlantic region was a crucial source of capital formation

which propelled British Industrialisation
A significant source of such capital accumulation was the

export transatlantic trade in Africans. The Caribbean and
its trade demanded large numbers of enslaved people which
were supplied by the British traders.
The Caribbean sugar industry provided opportunity for
capital accumulation as sugar was to Europe under the
system of mercantilism. Hence, the sugar industry
supplied an important commodity for the trade and
provided massive amounts of capital for those involved
in the industry.
5
The Caribbean with its monocultural economy was pivotal

to the British merchants’ trade network and were a key
element in the triangular trade.
5. The Atlantic region provided ready markets or outlets for

products of the Industrial Revolution.
Textiles were exported to Latin America

Manufactured goods were used in the trade of enslaved
people; e.g guns, utensils, tools
6. The Atlantic region as a principal source of commodities,

especially from the Americas served as major inputs of the
Industrial Revolution.
Raw materials such as cotton were provided for the textile

mills by British North America and by the USA after 1776.
Thus, cotton stimulated the textile industry.
Raw sugar sent from the Caribbean for refining developed
the sugar refining industry in Britain
Raw materials were obtained from Chile (copper)
Canada, especially after 1763, provided wood for the
ship-building industry
7. The Atlantic trade served as a stimulus to related industries

which complemented or fed into the Industrial revolution.
The industries which benefited from the capital garnered

in the triangular trade became the sources of further
stimulation of British industry.
Earnings from the industries were used to generate
further capital.
This was also used for further expansion of the economy.
Ship building developed in response to the needs of the
Atlantic trade.
Funds from the trade were used to build cotton factories.
8. The capital earned from the triangular trade was invested in

financial institutions which financed different industries.
Industries such as banking, insurance in England
developed in response to the needs from the Atlantic
trade.
Banks in Glasgow, Liverpool and Manchester were
associated with trade in enslaved people and cotton.
These industries helped in the capital accumulation
needed for the Industrial Revolution.
6
9. British colonies and West African countries created a demand

for British goods which were supplied through the triangular
trade.
Industries required markets for export, which stimulated

expansion in industrialisation.
British mercantilist policies ensured that all in the
Americas had to trade with Britain and in British ships
from the metropole.
As export oriented economies, the colonies on production
for the metropole and looked to the metropole for their
needs.
10. The income from the Atlantic trade was used to develop
Britain’s infrastructure.
The expansion of the trade across the Atlantic stimulated
the development of ports, shipyards, canals, and
warehouses.
11. The development of the metallurgic industries was facilitated

by funds from the trans-Atlantic trade.
The development of the steam engine was financed by

individuals who depended on the Caribbean
Ironmongers gained their business from supplying slave
ships with artillery.
Legacies from persons associated with the Caribbean trade
were at times invested in iron works.
12. The development of railways was linked to the triangular

trade.
Leading figures in the project to develop the railway

system in Britain were closely connected to the
triangular trade or the West India interest.
Others were specifically part of the West India
interest.
Internal Factors
13. The Protestant ethic
Allowed for questioning established concepts and

practices.
Allowed for innovation and creativity.
7
14. Scientific and technological developments
The steam engine was used to improve the factories

The development of railways helped to improve
transportation of goods to local factories
The development of canals facilitated the transportation
of goods
Coal and iron were crucial in development.
15. The enclosure movement and agricultural revolution
Created a landless people who migrated to the towns

Provided the mass cheap labour used in industrialisation
There were other demographic changes such as increased
population
16. Britain’s geographical location
Britain was an isolated economy
Other contributing factors from other linkages
17. European trade with the Baltic and Mediterranean also

provided capital markets.
18. Asia, especially India, was significant in stimulating
industrial growth.
Conclusion
British industrial development reaped the benefits of British

mercantilism which shaped the triangular trade linking the
commerce of the Atlantic region with Britain. However, although
the trade with the Atlantic world may have played an integral
role in British industrial development. One cannot omit other
contributing factors such as the internal occurrences in the
British economy and other external linkages.
8
An excellent response should discuss at least 5 points
[30 marks]
9
Question 3
(a) Ways which Britain benefited from its governance over
India.
Foreign trade and foreign investments.

India with its population of 320 million was an extremely large
market for British products.
Britain needed to dispose abroad all of its surplus manufactured
goods.
In the 1880’s approximately 20% of British total exports went to
India.
By 1910, exports worth over 137 pound sterling.
Britain exported large amounts of Indian produced goods (rice,
tea, cotton and spices) for their own consumption and to export
to other countries. This provided Britain with a large source of
revenue.
Britain charged high taxes and tariffs to boost their revenue and
service the large sterling debt.
Approximately 40% of India’s wealth was spent on the army which
was used by Britain to fight wars all over the world, at no cost
to the British taxpayer. For example, The South African Wars
(1899-1902), World War I (1914-1917), World War II (1939-1945).
India was the backbone of the power of the British Empire.
Lord Cruzon, the British Viceroy for India 1901 stated that “as
long as we rule India, we are the greatest power in the world.”
The British controlled all the top posts in the army and
government in India.
Any point(s) clearly discussed 3 marks (9 marks)
(b) Ways in which Indians experienced oppression under British

rule in first half of the twentieth century:
The British violently suppressed all rebellions during their

rule. For example, the Amritsar Massacre 1919 witnessed the cold
blooded slaughter of hundreds of unarmed Indians gathered for a
peaceful meeting. Gandhi felt that the British would stoop to any
barbarity and to enforce the most lawless oppression to prevent
the Indians from governing themselves.
The constant imprisonment of political leaders of the Indian
movement for independence. Indian Congress leaders arrested in
1942 until 1945. Violent demonstrations occurred resulting in the
British army crushing the movement.
British rule was deemed to be authoritative and tyrannical.
Workers and peasants were desperately poor and permanently
undernourished. Nehru, in his formative years as a freedom
fighter, was struck by the plight of the Indians, he wrote “a new
10
picture of India seemed to be before me; naked, starving, crushed

and utterly miserable.”
British oppressive policy often led to widespread famine. 1876-
77, 1899-1900 devastated India. The Bengal famine 1943-three
million Indians starved to death. The policies of Prime Minister
Winston Churchill were blamed for this. He stated that “the
famine was their own fault for breeding like rabbits.”
Britain’s Education policy in India- Neglect of popular
education. 1928 only 2.6% of the population receiving instruction
in recognized primary schools. In 1925 only 8% of the Indian
population literate.
Capital investments not reinvested to develop the Indian economy.
Britain maintained the lever of power in British hands.
Military force used to collect land revenue from the Indians. The
suppression of civil disobedience, especially after 1934 to
increase the power of revenue agents to make it easier to collect
land revenue.
Any THREE reasons clearly outlined - 2 marks each

Point partially outlined - 1 mark (6 marks)
(c) Explain two reasons why Nehru and Gandhi sought to offer
resistance to British Rule by peaceful means.
Gandhi strongly felt that Satyagraha was a weapon of the strong.
It insists on non-violence and always insists upon truth.
Non-violence is a power wielded equally by all.
Both Gandhi and Nehru believed that non-violence is an active
force of the highest order that would harbor no anger or
retaliation.
Gandhi strongly believed that freedom could be won by being more
moral than your opponent.
In his book “Indian Home Rule”, Gandhi believed that Indians
could achieve self-government not by following western models but
by evolving along lines of non-violence and truth on which the
movement is based and which is the bedrock of the future
constitution.
Gandhi’s passive resistance campaign was directed at Britain’s
conscience. He declared that “an Englishman is afraid of nothing
physical; but he is very mortally afraid of his own conscience if
ever you can appeal to it and show him to be in the wrong.”
Gandhi stated that “there are many causes I would die for. There
is not a single cause I would kill for.”
Both men fought against colonialism, imperialism, western
materialism and violence.
11
Any TWO reasons clearly explained - 3 marks each

Point stated with partial elaboration - 2 marks
Point stated without elaboration – 1 mark (6 marks)
(d) Discuss three non-violent strategies used by Nehru and

Gandhi in the achievement of independence
Peaceful demonstrations and protests.
Fasting and hunger strikes.
Passive resistance.
Civil disobedience.
Peaceful picketing.
Prayers.
Gandhi’s aim was to drive the British out of India and achieve
Independence for his country by a highly organized and
disciplined campaign of non-violence and civil disobedience.
The policy of non-retaliation – When people in Bombay, Calcutta,
Delhi and Lahore peacefully demonstrated for self-government,
they were attacked by British troops. Gandhi urged them not to
retaliate.
Boycott of British manufacturers and also of institutions
operated or aided by the British in India. These included
legislations, courts, offices and schools.
Both Nehru and Gandhi urged Indians to consume home made
products. Gandhi promoted cottage industries.
Nehru joined in the fight against the salt tax. He strongly felt
that this movement placed real pressure on the British Raj. More
importantly it created a sense of real self-respect, self-
reliance and self-confidence among the Indian people to fight to
achieve their independence.
1925 there were non-violent protests against the Simon
Commission, farmers refused to pay increased land tax.
In 1927 the INC peacefully boycotted a constitutional reform
commission appointed by the British which consisted only of white
members.
In 1928 Gandhi moved a very important resolution demanding
dominion status for India within one year under the threat of a
nationwide non-violent campaign for complete independence.
The policy of non-cooperation - Gandhi’s policy encouraged many
Indians to return British honours, medals and awards.
It also prompted them to resign from the civil service, placing
pressure on the British government.
In 1930 Gandhi, with the active support of Nehru, launched very
successful campaigns of non- violence against the British Raj.
1n 1932 Gandhi embarked on a fast to protest against harsh and
repressive British polices in India that severely restricted the
freedom and rights of the Indian people.
1n 1942 Gandhi and the INC pushed the “Quit India Movement”
demanding immediate withdrawal of the British from India or face
nationwide civil disobedience.
The Congress leaders were arrested until 1945.
12
In July 1947 the Indian Independence Act received the Royal Assent.
On 15th August 1947 India achieved independence from Britain.
Any THREE factors clearly explained - 3 marks each

Any partially explained - 2 marks
Faction stated without elaboration – 1 mark (6 marks)
13
Question 4
Introduction- Background
Colonisation and Imperialism in Africa led to a loss of

sovereignty and control of natural resources.
Ghana [The Gold Coast] was colonised by the
o Portuguese in the 15th century.
o Dutch in the 16th century.
Mid-17th century Britain, Denmark and Sweden all in Ghana
exploiting the resources.
1896 Britain made the Gold Coast a protectorate.
The rise of political parties.
Early attempts at self-government - opposition to British

colonial rule.
1947 - The United Gold Coast Conversion Party -This was the first
organised party to call for self-government.
1949 - The Convention People's Party led by Kwame Nkrumah.
Negative effects of World War 11.
Because of war-high rate of inflation and food shortages.

Rapidly declining cocoa prices-farmers discontented.
The role of the Colonial Office.
On the advice and insistence of the Colonial office the government

ordered the destruction of all cocoa trees because of swollen shoot
disease. This was a large source of revenue which the enraged farmers
said could have been saved by a simple application of spray.
Greater local representation.
After World War 11 greater local representation was introduced in the

constitution. This resulted in an increased sense of political
awareness and a greater drive for self-government.
The evils of colonialism.
High level of dependency on imported goods from Britain. This led

to a nationwide boycott of imported goods.
No higher institutions of learning-citizens had to go away to
access higher learning at exorbitant costs.
High level of illiteracy - 80 percent.
Citizens could only access low paying jobs top jobs reserved for
the British colonialists.
14
High level of unemployment.

Lack of proper social services-schools, hospitals, roads etc.
Strong spirit of nationalism.
National consciousness developed especially after the world war.

Ex-servicemen returned from the war disbanded and frustrated
because of nonpayment of benefits promised, pension gratuity
allowances etc. unemployed,
They came back with new ideas of freedom and democracy and self-
rule.
Young educated professional elites who returned from studying
abroad had learnt new and exciting concepts of liberation and
revolution from the French and Russian Revolution. Could be
applied in their country.
Unemployed people as well as urban and railroad workers became
increasingly discontented with British colonial rule.
The Accra Riots of 1848.
Widespread destruction of property

A high level of violence as a result of demonstrations led
by angry and frustrated unemployed ex-servicemen and joined by
other citizens.-A reaction to colonialism.
European owned stores burnt.
A state of emergency called. Neighbouring troops brought in - 29
killed, 266 injured.
The role of Nkrumah as leader.
Highly educated and intelligent.

Organised the party efficiently.
Mobilised trade unions and local farmers associations.
Charismatic - had a large following. Appealed to the majority of
peoplewho gave him their loyal support.
Discussed with everyone the nature and evils of colonialism
Inspirational speaker.
Supported urban industrial workers - ex-servicemen, teachers,
lawyers,journalists, the unemployed, farmers etc.
Familiar with concepts of democracy and freedom.
Determined to return to the Gold Coast to assist and lead the
anti-colonial struggle.
Formed strong links with other anti-colonial and Pan African
Organisations in West African colonies.
15
Instrumental part of organisation of West African conferences

aimed mainly at eradicating colonial rule.
Forged strong links with George Padmore and W.E.B. Dubois
Wanted all of Africa liberated from foreign rule.
Nkrumah’s philosophy of nonviolence inspired by Gandhi and the
decolonisation movement in India,
Philosophy of 'Positive Action' and 'Self Government now' Promoted
a sense of immediacy.
Strikes and demonstrations organised by Nkrumah succeeded in
shutting down the country.
1848 Riots led the British Government to establish a commission of
inquiry known as the Watson Commission to evaluate the high level
of unrest in the colony and what measures could be instituted to
ease the tension. The commission reported the people of Ghana
needed a voice in government, as a result the government called
for the first elections of the Gold Coast
1956 Nkrumah made the famous Motion of Destiny before asking the
British to release the colony.
The self-confidence and self-determination of all returning citizens.

Pressure placed by the US and the USSR on European countries to
release their colonies to facilitate direct trade.
African leaders mainly Nkrumah were inspired by the independence
gained by India in 1947 and China in 1949.and began to push for
nonviolent liberation from colonial rule.
Ghana had a spirit of unity among the people, Nkrumah believed that
there is strength in unity. There were no ethnic conflicts to
retard the drive for political autonomy.
Cooperation with the British
Nkrumah cooperated with the British and agreed to stay within the
Commonwealth. This pleased the British Government and facilitated
the easy passage to independence.
The new Assembly passed a motion authorizing the government to
ask for independence.
16
Colonies were no longer seen as profitable for the British,
Britain succumbed to national pressure

Agreed to relinquish colonial rule.
Independence granted.
March 6 1957 The Gold Coast became the independent state of

Ghana.
The Legislative Assembly became The National Assembly.
Nkrumah became the first Prime Minister.
Ghana started a precedent of liberation and decolonisation
shortly followed by other African countries.
Eradicating colonial rule.
Exposed to the writings teachings and philosophy of Marcus
Garvey.
17
18
Question 5
(a) Reasons that gave rise to the formation of the African National
Congress.
First: What is the African National Congress?
The ANC is a national liberation movement, formed in 1912 to unite the

African people, but especially those in South Africa and spearhead the
struggle for the ending of Apartheid and for fundamental economic,
social and political changes in South Africa. It is now a political
party and Black Nationalist organisation.
The existence of colonial rule and the need to move South Africa
towards independence from Britain.
The need to bring all Africans together under an umbrella
organization as one people to defend their rights and freedoms.
To liberate South Africans from the Apartheid system, which
promoted racial separation, discrimination, inequality,
exclusion, anti-black racism and a non-democratic society where
black people were at the base of the socio-economic ladder
The need to lead a National Democratic Revolution in South Africa
To stop the oppression and imprisonment of icons/activists of the
liberation movement (Mandelas, Sisulu, Biko, etc)
To secure voting rights for blacks and mixed race peoples
Any THREE reasons clearly explained — 3 marks each

Points partially clear — 1-2 marks
[9 marks]
(b) Ways in which the 1960s signalled the beginning of a far more
brutal and intensive phase of state repression in South Africa
The ANC was banned from 1960 to 1990 by the white South African
government
For three decades it operated underground and outside South
African territory. Denied legal avenues for political change, the
ANC first turned to sabotage and then began to organize outside
of South Africa for guerrilla warfare
Many of its activists were brutalized, oppressed, murdered by the
South African State
o Candidates can provide examples – Sharpville Massacre:
police killed 69 unarmed demonstrators in Sharpville in
1960;
19
o Killing of Hector Peterson in Soweto during the Youth

protest against Bantu education in 1976. The police and
army killed more than 600 people, many of them children.
o Mandela and other ANC leaders were sentenced to life
imprisonment in 1964 (the Rivonia Trial).
Lack of financial support to maintain the movement
Lack of support initially from influential governments inside and
outside of Africa to bring down the racist government
Black, green, and gold tricolour flag of the ANC banned
The Suppression of Communism Act, passed in the 1950s gave the
government the power to ban publications that it believed
promoted the objectives of communism, and the power to 'name'
people who could be barred from holding office, practicing as
lawyers or attending meetings.
Any THREE clearly outlined - 2 marks each

Point stated without elaboration 1 mark (6 marks)
(c) Ways in which “the people of the world” assisted the liberation
struggles in South Africa.
Frontline States like Mozambique sheltered anti-Apartheid

activists. Although the ANC’s campaign of guerrilla warfare
was basically ineffective because of stringent South African
internal security measures, surviving ANC cadres kept the
organization alive in Tanzania and Zambia under Oliver Tambo’s
leadership.
Cuba sent troops
Caribbean countries/civil society/supportive countries in
other parts of the world banned South African products
(apples, wine)
University students planned sit-down protests inside banks
like Barclays that supported the Apartheid regime
Any THREE clearly explained - 3 marks each

Points partially clear - 1 mark
(9 marks)
20
(d) Benefits of the ending of Apartheid in South Africa, thereby

fulfilling the hope expressed in Nelson Mandela’s words in Document
III
End of white rule; Nelson Mandela elected first black

President, followed by Thabo Mbeki and Zuma
The African National Congress-led Government embarked on a
programme to promote the reconstruction and development of the
country and its institutions.
The Reconstruction and Development Program (RDP) aimed
at addressing the many social and economic problems
facing the country.
The RDP recognized that the problems facing the
people — lack of housing, a shortage of jobs,
inadequate education and health care, a failing
economy – were connected.
It proposed job creation through public works – the
building of houses and provision of services would be
done in a way that created employment.
New constitution built on the concept of racial equality

South African products unbanned from reaching international
markets
At the time of Emancipation the Caribbean was left without the
resources to develop the social infrastructure; a good
compensation package would help to rehabilitate Caribbean
economies and societies
1955 Freedom Charter developed.
The Freedom Charter is an important historical
document that served as a framework for the anti-
apartheid struggle listing the demands and desires of
the people of South Africa
The Freedom Charter was the statement of core
principles of South African Congress Alliance, which
consisted of the African National Congress and its
allies – the South African Indian Congress, the South
African Congress of Democrats and the Coloured
People’s Congress. It is characterized by opening
demand; “The People Shall Govern”
Any THREE benefits clearly outline - 2 marks each

Points partially clear – 1 mark
(6 marks)
21
Question 6
INTRODUCTION
Candidates must state what was the Truth and Reconciliation Commission
and the background to its establishment.
The Truth and Reconciliation Commission (TRC) was a court-like

body of 17 Commissioners assembled in South Africa in 1995 after
the end of Apartheid. Anybody who felt that he/she had been a
victim of violence under the Apartheid regime could come forward
and be heard at the TRC. Perpetrators of violence could also give
testimony and request amnesty from prosecution.
Context/Background: The unbanning of the liberation movements and

opposition political parties in 1990 by President F. W. Le Klerk,
the release from prison of Nelson Mandela, and the lifting of the
state of emergency in South Africa paved the way for a negotiated
peace settlement between the Apartheid regime and those who
fought against it and brought an end to the struggle against
colonialism and apartheid that had lasted in South Africa for
more than three centuries. This laid the framework for the
holding of democratic elections and the enactment of a
Constitution.
(3 Marks)
(a) REASONS FOR ITS ESTABLISHMENT
Many people felt that South Africa could not go forward without
settling the question of accountability. A question asked was:
who were the ones guilty of gross human rights violations during
the years of apartheid?
Perpetrators demanded and got an assurance of amnesty. This was
a pre-condition.
Another reason it was established was to help heal South Africa
and bring about a reconciliation of its people by uncovering the
truth about about human rights violations under Apartheid.
Also families/loved ones would get to know what happened to those
killed, disappeared, oppressed, marginalized.
Those left behind would be able to bring closure to events they
were wondering about.
Those who committed the crimes or human rights abuses would
become known to the families of victims.
Truth and reconciliation were critical to the stability of post-
Apartheid South Africa
(Any 4 reasons clearly developed)
22
(12 marks)
(b) Why Black South Africans were not satisfied with the results:
The narrow terms of reference
The Terms of Reference
The TRC was tasked to:
focus on the most serious human rights violations committed

during the conflicts of the Apartheid era.
The Act establishing it said it was “to provide for the
investigation and the establishment of as complete a picture as
possible of the nature and extent of all gross violations of
human rights committed within or outside the Republic during the
period 1 March 1996 to 5 December 1993, and emanating from the
conflicts of the past, and of the fate or whereabouts of the
victims of such violations; the granting of amnesty to certain
persons in respect of acts associated with political objectives
committed during the said period; the taking of measures aimed at
the restoration of human and civil dignity and the rehabilitation
of victims of gross violations of human rights; the reporting to
the Nation about such violations and victims; the making of
recommendations aimed at the prevention of the commission of
gross violations of human rights.”
The Act provided for the establishment of three Committees to

deal with the relevant mandated areas:
Human Rights Violations Committee – to conduct public

hearings across the country where victims would be able to
testify about violations they had suffered; , to conduct
research and investigations into relevant gross human
rights violations; to address individual cases and provide
relevant information for the Commission’s final report.
Amnesty Committee – To grant amnesty or reprieve for
perpetrators who came forward to testify. To consider
applications for amnesty. The perpetrator was granted
amnesty and free from prosecution for that particular
offense provided the crimes were politically motivated, and
the whole truth was told by the person seeking amnesty.
The Reparation and Rehabilitation Committee – the
development of comprehensive recommendations for Government
on reparation policy and how to implement it.
Its failure to grapple with the structural aspects of apartheid

and related victimisation.
23
The Commission was given an unrealistic period of 24 months in

which to complete its task and did not take enough evidence from
people
No real change occurred in the social and economic conditions of
Black South Africans (no widespread land redistribution for
example)
Many of those implicated by the TRC continued to in positions of
power
People. Mostly Blacks, who should have been supported as
“victims” of state crimes have not received reparation
Those who committed crimes were given the opportunity of being
“forgiven” for their crimes simply by telling their stories
“Forgiveness” of perpetrators caused psychological suffering by
victims/survivors/families of victims
Those who suffered the injustice suffered again as they retold
their stories, leading to psychological harm
Inadequate strategies for psychological rehabilitation provided
The TRC did not result in the stemming of crime and violence
(revenge actions)
Anti-black racism continued
True justice is still not the everyday experience of Blacks
Any FIVE points clearly discussed - 3 marks each

(15 Marks)

History Syllabus

Uploaded by

Copyright:

Available Formats

History Syllabus

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

History Syllabus

Uploaded by

Copyright:

Available Formats

Caribbean Advanced

Effective for examinations from May June 2018

Telephone Number: + 1 (876) 630-5200

Copyright ©2017 by Caribbean Examinations Council

SKILLS AND ABILITIES TO BE ASSESSED ................................................................................................... 3

PREREQUISITES OF THE SYLLABUS .......................................................................................................... 4

STRUCTURE OF THE SYLLABUS ................................................................................................................ 4

APPROACHES TO TEACHING THE SYLLABUS ........................................................................................... 4

UNIT 1: THE CARIBBEAN IN THE ATLANTIC WORLD............................................................................... 5

UNIT 2: THE ATLANTIC WORLD AND GLOBAL TRANSFORMATION....................................................... 18

OUTLINE OF ASSESSMENT .................................................................................................................... 29

REGULATIONS FOR PRIVATE CANDIDATES ........................................................................................... 36

REGULATIONS FOR RESIT CANDIDATES ................................................................................................ 36

ASSESSMENT GRID ................................................................................................................................ 37

APPENDIX: ADDITIONAL BIBLIOGRAPHY............................................................................................... 38

First published in 1997

Please check the website www.cxc.org for updates on CXC®

T he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of the

1. Knowledge and Comprehension; and,

2. Enquiry and Communication.

1. Knowledge and Comprehension

The ability to:

(e) understand historical phenomena in terms of change, continuity and relevance to

2. Enquiry and Communication

The ability to:

(a) analyse and evaluate various historical sources;

(c) apply historical methods to historical questions, problems and issues;

(d) communicate the conclusions of historical enquiries in appropriate formats, clearly

(e) apply historical knowledge to an understanding of contemporary issues.

STRUCTURE OF THE SYLLABUS

Unit 1: The Caribbean in the Atlantic World

Module 1 - Indigenous Societies

Unit 2: The Atlantic World and Global Transformation

Module 1 - The Atlantic World: Revolutionary Changes

APPROACHES TO TEACHING THE SYLLABUS

On completion of this Module, students should:

1. appreciate the various achievements of the indigenous American societies in science,

Students should be able to:

4. assess the consequences of Spanish settlements in the Caribbean up to 1600; and,

Comparative analysis of the development of Caribbean and South American groups:

Group 1: Kalinago, Taino and Tupi

Theme 2: Atlantic Connections

(a) Contacts before 1492:

(i) evidence of West African movements to the Americas:

(ii) evidence of Nordic movements to the Americas:

aux Meadows; and,

Vinland Sagas, for example, saga of Erik the Red.

(b) Portuguese and West African contacts before 1492: impact.

(c) Spanish settlements in the Caribbean up to 1600:

(i) economic activities;

(iii) encomienda; and,

(iv) slavery, resistance and warfare.

(d) Mainland conquest in Mexico and Peru up to1550:

- reasons, strategies and consequences.

Suggested Teaching and Learning Activities

2. Organise class debate on contacts before 1492.

3. Simulate t New World.

6. Compile a glossary of concepts used within the Module.

Rouse, I. The Tainos, New Haven: Yale University Press, 1992.

Steward, J. H. Handbook of the South American Indians, Washington D.C.: The